Problems in,and strategies for,evaluating preschool programs

Discusses the difficulty of documenting the effectiveness of preschool programs and relates this to the measuring instruments used and the type of design selected. The limitations of using standardized intelligence tests and the value of using cirterion-referenced tests are reviewed. A variety of methods are provided to assist psychologists and educators who are called upon to evaluate preschool programs. Three studies of preschool programs using different designs which involve published criterion-referenced tests are presented.