In 1986 the Center for Policy Research in Education began a five-year study of state educational reform implementations and effects in six states (California, Arizona, Texas, Minnesota, Florida, and Georgia) chosen for their diverse approaches. Most efforts (not all successful) concentrated on increased academics, teacher professionalism, and…

In 1986, the Center for Policy Research in Education began a 5-year study of the implementation and effects of state education reforms in six states chosen for their diverse approaches: Arizona, California, Florida, Georgia, Minnesota, and Pennsylvania. This issue contains material from an earlier CPRE report providing an interim assessment of…

This final report of the Advisory Commission on Educational Goals for the State of Georgia discusses product goals and enterprise goals. The product goals for education in Georgia, which are directed to the development of the individual, are related to: the individual and himself, the individual and others, the individual and the governing…

Interest is growing in planning and implementing new systems of holding child and family services accountable for results. The Results-Based Accountability (RBA) Project at the Harvard Family Research Project (HFRP) has supported and built upon recent state efforts to develop these new accountability systems for child and family services. The RBA…

In 1985 Georgia adopted the Quality Basic Education Act that requires local school systems to provide all public school officials and personnel the opportunity to continue their development throughout their professional careers. A formula was set for State funding of professional development programs. The Act also required each local school system…

The state desegregation plans of Arkansas and Georgia are considered in terms of the legal mandates, the history of higher education in the two states, methodological approaches of the plans, implementing the plans, and submission of plans and monitoring. Implementation efforts included disestablishment of the structure of the dual system,…

The 5-year impacts of mandatory welfare-to-work programs on welfare recipients and their children were examined by using a rigorous research design called a social experiment to examine 11 welfare-to-work programs in 6 states (California, Georgia, Michigan, Ohio, Oklahoma, and Oregon). Four employment-focused and seven education-focused programs…