U.S. Department of Education: Promoting Educational Excellence for all Americans

A r c h i v e d  I n f o r m a t i o n

Eisenhower Professional Development Program

Goal 8: To improve the quality of classroom teaching through professional development.
Objective 1 of 4: CLASSROOM INSTRUCTION IS IMPROVED THROUGH EFFECTIVE PROFESSIONAL DEVELOPMENT
Indicator 8.1.1 of 2: Teachers' knowledge and skills: Increasing percentages of teachers will show evidence that participation in Eisenhower-assisted professional development improved their knowledge and skills.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Subject Area Content
Year Actual Performance Performance Targets
 
Districts SAHE Grantees
Districts SAHE Grantees
1998
48 68
50 50
2000
   
60 80

Instructional Methods
Year Actual Performance Performance Targets
 
Districts SAHE Grantees
Districts SAHE Grantees
1998
63 79
50 50
2000
   
60 80

Curriculum
Year Actual Performance Performance Targets
 
Districts SAHE Grantees
Districts SAHE Grantees
1998
56 64
50 50
2000
64  
60 68

Approaches to Assessment
Year Actual Performance Performance Targets
 
Districts SAHE Grantees
Districts SAHE Grantees
1998
46 48
50 50
2000
   
60 60

Use of Technology
Year Actual Performance Performance Targets
 
Districts SAHE Grantees
Districts SAHE Grantees
1998
24 50
50 50
2000
   
60 60

Approaches to Diversity
Year Actual Performance Performance Targets
 
Districts SAHE Grantees
Districts SAHE Grantees
1998
26 35
50 50
2000
   
60 60
Status: Unable to judge.

  		Additional Source Information: Update to Designing Effective Professional Development: Lessons from the Eisenhower Program (National Evaluation of the Eisenhower Program Report), 1999 (data collected in 1998).

Frequency: Biennially.
Collection Period: 2001.
Validated By: No Formal Verification.

Limitations: The data on effects on knowledge and skills are self-reported by participants.

 
Indicator 8.1.2 of 2: Teachers' classroom instruction: Teachers who receive high quality professional development focused on higher order teaching strategies are more likely to change their teaching practices.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Teaching strategy: Use of calculators or computers to develop models
Year Actual Performance Performance Targets
 
Extent teachers who participated in professional development used teaching strategy in classroom Extent teachers who did not participate in professional development used teaching strategy in classroom
Extent teachers who participated in professional development used teaching strategy in classroom Extent teachers who did not participate in professional development used teaching strategy in classroom
1999
50 50

Teaching strategy: Use of problems with no obvious solution
Year Actual Performance Performance Targets
 
Extent teachers who participated in professional development used teaching strategy in classroom Extent teachers who did not participate in professional development used teaching strategy in classroom
Extent teachers who participated in professional development used teaching strategy in classroom Extent teachers who did not participate in professional development used teaching strategy in classroom
1999
50 50

Teaching strategy: Use of mathematics and science projects to determine student grades
Year Actual Performance Performance Targets
 
Extent teachers who participated in professional development used teaching strategy in classroom Extent teachers who did not participate in professional development used teaching strategy in classroom
Extent teachers who participated in professional development used teaching strategy in classroom Extent teachers who did not participate in professional development used teaching strategy in classroom
1999
   
Status: Unable to judge.

Explanation: The Eisenhower evaluation examined the effects of professional development in three areas of teaching designed to increase students' higher-order thinking: technology use, instructional methods, and approaches to assessing student work.   		Additional Source Information: Does Professional Development Change Teaching Practice? Results from a three-year Study of Eisenhower and Other Professional Development. (National Evaluation of the Eisenhower Program Report), 2000 (data collected in 1997-1999).

Frequency: Biennially.
Collection Period: 2001.
Validated By: No Formal Verification.
ED Standards for Evaluating Program Performance Data were developed.

Limitations: The data on the effects on classroom instruction are self-reported and are not nationally representative.

 

Objective 2 of 4: PROFESSIONAL DEVELOPMENT IS SUSTAINED, INTENSIVE, AND HIGH QUALITY AND HAS A LASTING IMPACT ON CLASSROOM INSTRUCTION.
Indicator 8.2.1 of 2: High quality: Increasing percentages of teachers will participate in Eisenhower-assisted professional development activities that reflect best practices.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Major emphasis on academic content
Year Actual Performance Performance Targets
 
Districts SAHE Grantees
Districts SAHE Grantees
1998
51 68
50 50
2000
   
56 72

Involves all teachers in grade, department, or school
Year Actual Performance Performance Targets
 
Districts SAHE Grantees
Districts SAHE Grantees
1998
39  
50 50
2000
   
56 56

Is followed up with other activities
Year Actual Performance Performance Targets
 
Districts SAHE Grantees
Districts SAHE Grantees
1998
53 70
50 50
2000
   
56 75

Involves: a) Planning classroom implementation
Year Actual Performance Performance Targets
 
Districts SAHE Grantees
Districts SAHE Grantees
1998
66 83
50 50
2000
   
56 86

b) Presenting, leading, and writing
Year Actual Performance Performance Targets
 
Districts SAHE Grantees
Districts SAHE Grantees
1998
40 67
50 50
2000
   
56 70

c) Observing and being observed
Year Actual Performance Performance Targets
 
Districts SAHE Grantees
Districts SAHE Grantees
1998
19 35
50 50
2000
36  
56 56

d) Reviewing student work
Year Actual Performance Performance Targets
 
Districts SAHE Grantees
Districts SAHE Grantees
1998
30 38
50 50
2000
43  
56 56
Status: Unable to judge.

  		Additional Source Information: Update to Designing Effective Professional Development: Lessons from the Eisenhower Program (National Evaluation of the Eisenhower Program Report), 1999 (Data were collected in 1998).

Frequency: Biennially.
Collection Period: 2001.
Validated By: No Formal Verification.

Limitations: The data are self-reported by participants.

 
Indicator 8.2.2 of 2: Sustained professional development: Increasing percentages of teachers participating in Eisenhower-assisted activities will participate in activities that span 6 months or longer.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Percentage of teachers in activities that span 6 months or longer
Year Actual Performance Performance Targets
 
Districts SAHE Grantees
Districts SAHE Grantees
1998
20 46
35 35
2000
   
39 50
Status: Unable to judge.

  		Additional Source Information: Update to Designing Effective Professional Development: Lessons from the Eisenhower Program (National Evaluation of the Eisenhower Program Report), 1999 (Data were collected in 1998).

Frequency: Biennially.
Collection Period: 2001.
Validated By: No Formal Verification.
Update to Designing Effective Professional Development: Lessons from the Eisenhower Program (National Evaluation of the Eisenhower Program Report), 1999 (Data were collected in 1998).

Limitations: Data are self-reported by participants.

 

Objective 3 of 4: HIGH-QUALITY PROFESSIONAL DEVELOPMENT IS PROVIDED TO TEACHERS WHO WORK WITH DISADVANTAGED POPULATIONS.
Indicator 8.3.1 of 1: High-poverty schools: The proportion of teachers participating in Eisenhower-assisted activities who teach in high-poverty schools will exceed the proportion of the national teacher pool who teach in high-poverty schools.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Percentage of Eisenhower participants who teach in high-poverty* schools
Year Actual Performance Performance Targets
 
Districts SAHE Grantees
Districts SAHE Grantees
1998
23 13
23 23
1999
   
25 25
2000
22  
27 27
2001
   
29 29
2002
   
31 31

*High-poverty schools are those where 50 percent or more of the students are eligible for free lunches. **In FY 1995-96, 21 percent of teachers in the Nation taught in high-poverty schools. Targets are based on this baseline.
Year Actual Performance Performance Targets
- No Data -
Status: Unable to judge.

  		Additional Source Information: Update to Designing Effective Professional Development: Lessons from the Eisenhower Program (National Evaluation of the Eisenhower Program Report), 1999.

Frequency: Biennially.
Collection Period: 2001.
Validated By: No Formal Verification.

Limitations: Data are self-reported by participants.

 

Objective 4 of 4: MEASUREMENT OF INTEGRATED PLANNING AND COLLABORATION.
Indicator 8.4.1 of 1: Increasing percentages of states will adopt performance indicators for professional development, demonstrate a technical understanding of such indicators, and have data (or plans to collect data) for their indicators.
Targets and Performance Data Assessment of Progress Sources and Data Quality
.
Year Actual Performance Performance Targets
1998
50
1999
 72
70
2000
90
2001
 
100
2002
 
100
Status: Unable to judge.

  		Additional Source Information: Update to An Analysis of Eisenhower Triennial Reports (Draft), AEL, Inc., 1999.

Frequency: Other.
Collection Period: 2001.
Validated By: No Formal Verification.

Limitations: The data summarized in the AEL report were submitted to ED by states. Not all states with indicators and data may actually be using them to manage the program.

 

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