An analysis of the second two-year cycle of Even Start Family Literacy Programs that completed their federal funding /
Since its beginning in 1989, the Even Start Family Literacy Program has assisted America's most disadvantaged families to increase their educational and parental abilities and improve the educational opportunities of their children. Federal investment has been, and continues to be, an important...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2001.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=726082951&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | Since its beginning in 1989, the Even Start Family Literacy Program has assisted America's most disadvantaged families to increase their educational and parental abilities and improve the educational opportunities of their children. Federal investment has been, and continues to be, an important factor in program viability. Upon completion of the federal funding, some local projects were able to continue to provide family literacy services and some were not. The purpose of this study was to identify factors experienced by Even Start programs that contributed to program continuation or non-continuation after completion of the second two-year cycle of a four or eight-year federal funding cycle. The study replicated Martinez's (1999) research and compared the findings to identify new factors and trends that influenced Even Start program self-sufficiency. Descriptive statistics were applied to all data and separate variance t-tests were applied to sele cted data to determine statistical differences between the current and former study data. Forty-nine percent of the responding programs not receiving ninth-year funding continued to provide family literacy services when Even Start funding was completed. Forty-seven percent of the current study continuing programs provided family literacy services with a combination of host institution funding and external grants. Projects that actively seek external funding during the funding cycle are more likely to continue after federal funding ends. Even Start program staff were more experienced with single model literacy programs than with integrated family literacy models. Process orientation and subject matter expertise of the project director were important program continuation factors. Even Start projects that developed and sustained multiple collaborative partnerships within the community were more likely to continue after completing the federal funding cycle. Programs that developed collaborative grant authorship were more likely to continue than were programs with grants written by a single individual. Publicity, involvement, and communication with administration, community interest, and feedback based on evaluation were important program activities that contributed to program continuation. Local Even Start staff perceived that they received inadequate assistance. |
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| Item Description: | Vita. "Major Subject: Educational Human Resource Development". |
| Physical Description: | xi, 123 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 105-110). |