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Indian Education
 Evaluation of Indian Education Technical Assistance Centers:
This study, prepared under contract for the U.S. Department of Education, was designed to evaluate the effectiveness of the Indian Education Technical Assistance Centers in providing technical assistance to LEAs, BIA schools, Indian-controlled schools, and others who serve the educational needs of Indian students. The report provides findings from the evaluation and discusses implications for the new Title XIII comprehensive regional assistance centers, which will provide training and technical assistance across ED's elementary and secondary education programs, including Indian education programs. (1995)
Evaluation of Education Personnel Development Projects in Indian Education:
The Indian Education Act, through Public Law 93-380 (1974), authorized the creation of Educational Personnel Development (EPD) projects to provide training for educational personnel to serve American Indian and Alaska Native students. The Indian Education Act of 1988, Subpart 2, Sections 5321 and 5322, provided reauthorization. The U.S. Department of Education awards grants directly to the institutions operating the projects. The study examined EPD projects in operation between FY 1987 and FY 1991. During this 5-year period, total EPD funding averaged $2.25 million annually. EPD grants were awarded directly to 9 universities, 4 tribal colleges, 4 Indian community organizations, 3 Indian resource centers, and one tribe. The evaluation examined the nature of the projects, services provided, student participants, outcomes, funding, and program management by the U.S. Department of Education. The report provides information for program management and figured in the reauthorization of the Elementary and Secondary Education Act.
Report Highlights (1994)
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Bilingual Education Instructional Services Program
New Land, New Knowledge: An Evaluation of Two Education Programs Serving Refugee and Immigrant Students:
The purpose of the study was to describe and evaluate both the Transition Program for Refugee Children and the Emergency Immigrant Education Program. The study yields information on both programs that is particularly relevant as the Department prepares for reauthorization of the Elementary and Secondary Education Act, the Bilingual Education Act, and related legislation. (1993)
Title VII Academic Excellence Program: Disseminating Effective Programs and Practices in Bilingual Education:
The purpose of this study was to examine this Title VII program in light of the Education Department's unique role and interest in the dissemination of exemplary and model education programs nationwide. This Title VII-funded study is based on file reviews and telephone interviews of 9 original grantees and 147 adoption sites/schools. The Academic Excellence Program was originally authorized in 1984 to identify exemplary bilingual education practice and to provide support for project originators to disseminate this practice beyond the original site. Funds are earmarked exclusively for dissemination activities, not for the provision of direct instructional services to students. (1994)
Serving Different Masters--Title VII Evaluation Practice and Policy: Review of local Title VII evaluation and improvement practices.
The study was focused on local Transitional Bilingual Education and Special Alternative projects, and was designed to describe and assess local evaluation practices and the use of evaluation results. This is the final report on the project. This report summarizes the findings and conclusions of the study, and presents program options for the federal government. There is a separate report which presents the results of 18 case studies of the evaluation systems of local Title VII grantees. (1993)
Descriptive Study of Services to Limited English Proficient Students:
The purpose of this study was to describe the types, operations, administration, staffing and parent involvement efforts of local education agency (LEA) services for limited English proficient (LEP) students. The nationally-representative sample, conducted by Development Associates, Inc., is based on mail, telephone, and on-site surveys of state, district, and school personnel.
Report Highlights (1993) |
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Title I and Chapter I
State Education Indicators with a Focus on Title I: 1999:
This report was prepared by the Council of Chief State School Officers (CCSSO), with funding provided by the U.S. Department of Education's Planning and Evaluation Service. It charts the progress of states in developing Title I accountability systems based on state content standards and aligned state assessment programs. In addition, it provides information on school, teacher, and student demographics, statewide accountability information, and student achievement. Here is the complete report in PDF  . Additional copies may be ordered through CCSSO by calling (202) 336-7016 or online at http://www.ccsso.org. 
State ESEA Title I Participation Information for 1997-98: Summary Report
This report summarizes information on students and schools served by the Title I program during school year 1997-98, and provides trend data from 1996-97. It includes both national and state-by-state data on Part A (grants to local educational agencies) and Part D (state agency program for neglected or delinquent children and youth) programs.
Here is the Analysis and Highlights and complete report in PDF [1.7Mb] and Word  [1.3Mb].
State ESEA Title I Participation Information for 1996-97
This report summarizes information on students and schools served by the Title I program as well as staffing patterns in these schools during the 1996-97 school year. It includes both national and state-by-state data on Part A (grants to local education agencies) and Part D (state agency program for neglected or delinquent children and youth) programs.
Here is the complete report in PDF [371Kb] and Word [845Kb].
Mapping Out the National Assessment of Title I: The Interim Report:
Mandated under the Elementary and Secondary Education Act (ESEA) [P.L. 103-382], is the first report of the National Assessment of Title I. The report outlines key issues and provides a baseline for an examination of the progress of states, districts, and schools toward realizing the objectives of the restructured Title I program. As an initial report, it concentrates on describing Part A of Title I, the local grants program; subsequent reports will focus on other parts of the Title I program and how they work together. The National Assessment of Title I is informed by an independent review panel of researchers, state, local and school-level practitioners, and other appropriate individuals as mandated under ESEA to assist the U.S. Department of Education in planning, reviewing and conducting the Assessment.
Text of Report. (1996)
Reinventing Chapter 1: The Current Chapter 1 Program and New Directions:
The "1992 National Assessment of Chapter 1 Act" (PL. 101-305) mandated two reports on Chapter 1, in preparation for the reauthorization of the Elementary and Secondary Education Act of 1965. In the summer of 1992, the Department of Education released an interim report of preliminary findings, which describes the effects of the 1988 Hawkins-Stafford Amendments. This final report examines the impact of the Chapter 1 program at the school and classroom levels and suggested strategic directions for the reauthorization of Chapter 1. (1993)
Statement of the Independent Review Panel of the National Assessment of Chapter 1:
The Independent Review Panel was established by Congress in the 1990 National Assessment of Chapter 1 Act (PL. 101-305). The act called for the assessment by the Department of Education to be "planned, reviewed, and conducted in consultation with an independent panel of researchers, State practitioners, local practitioners, and other appropriate individuals including individuals with a background in conducting congressionally mandated national assessments of Chapter 1." (1993)
Chapter 1 Program Services
This report was prepared in support of the mandated National Assessment of Chapter 1 (P.L. 101-305). The report synthesizes the findings from recent studies that describe the services currently offered under the Chapter 1 program. It describes the current operation of Chapter 1 in terms of the schools and students served by the program, the staff who deliver program services, the services that participants receive, program efforts to involve parents in their children's education, Chapter 1 student performance, and efforts to improve Chapter 1 services locally.
Report Highlights (1993).
Reinforcing the Promising, Reforming the Paradigm:
Presents the findings of the Advisory Group on Testing and Assessment in Chapter 1, including a consideration of alternative assessment methods. (1993)
Targeting, Formula, and Resource Allocation Issues:
Addresses issues related to the allocation of Chapter 1 resources, including questions regarding the targeting of resources, the effects of the current allocation formula, and the changes that may result from possible revisions to that formula. Report Highlights (1993)
Translating Dollars into Services:
Chapter 1 Resources in the Context of State and Local Resources for Education: Examines the use of Chapter 1 resources in the context of state and local resources for education, in particular: 1) the comparability of non-federal resources among Chapter 1 and non-Chapter 1 schools within the same district; 2) how high- and low-poverty schools differ in the availability and quality of resources; 3) how differences in district revenues translate into differences in educational resources and services at the school site; and 4) whether Chapter 1 provides resources and services in poor districts that wealthy districts routinely provide to all students through regular funds. Report Highlights (1993)
Chapter 1 Implementation Study Final Report: Chapter 1 in Public Schools:
The final report of the Chapter 1 Implementation Study examines school-level implementation of the Hawkins-Stafford Amendments to Chapter 1 of Title I of the Elementary and Secondary Education Act. The school survey of 1000 public schools offering Chapter 1 services replicates many questions from a school survey conducted in 1985-86 to show the impact of the Hawkins-Stafford reforms. (1993)
A Summary of State Chapter 1 Participation and Achievement Information--1992-93:
As mandated under PL. 100-297, the Department of Education (ED) collects and analyzes the state-reported participation and achievement information of students receiving services under the Chapter 1 local grant, state Neglected or Delinquent (N or D) and Migrant Education Program. This information is reported in A Summary of State Chapter 1 Participation and Achievement Information -- 1992-93 and A Summary of State Chapter 1 Migrant Education Program Participation and Achievement Information -- 1992-93, which are submitted to Congress annually by ED. Report Highlights (1994)
Better Schooling for the Children of Poverty: Alternatives to Conventional Wisdom:
This report synthesizes current research-based thinking about effective academic instruction for elementary schools serving high proportions of students from impoverished families. For years, the challenges of teaching reading, writing, and mathematics in such settings have prompted both researchers and practitioners to search for better curricula and instructional approaches. (1990)
Until recently, a "conventional wisdom" about effective practice in such settings has emphasized the remediation of learners' deficits, a curriculum broken down into discrete skills, teacher-directed instruction, a uniform approach to classroom management, and the grouping of students by ability. In the hands of skilled teachers, the conventional wisdom can work well, especially when the goals is improving student performance on relatively simple academic tasks. It has important limits, though, which are the subject of this report.
What is Taught, and How, to the Children of Poverty:
This report is about what is taught, and how it is taught, in elementary schools that serve large numbers of children from poor families. The report presents what has been learned from the first year of a two-year investigation that examines curriculum and instruction offered in reading, writing, and mathematics in these kinds of school settings. The report, and the study as a whole, are part of a search for content and instructional approaches that best impart to this segment of the student population both "the basics" in literacy and numeracy, and what are generally referred to as "advanced skills". (1991)
Chapter 1 Under the 1988 Amendments:
The 1988 Hawkins-Stafford Amendments to the Elementary and Secondary Education Act were intended to stimulate reform and improvement in the Chapter 1 program, the Federal government's largest elementary and secondary education program. The Amendments emphasized accountability for results through the program improvement provisions, schoolwide change through the schoolwide project provisions, increased parent involvement, and better coordination with other education programs. Report Highlights (1992) |
