A brief description of the development of the ESEA Title I evaluating and reporting system is provided. An analysis and assessment of the kinds of concerns state evaluation officers have about implementing the new guidelines are outlined. Appropriate recommendations based on the findings are provided. (Author/AL)

Presents the concept of instructional program coherence and explains why school improvement frameworks that incorporate instructional program coherence are more likely to advance student achievement than multiple unrelated efforts. Presents some evidence that Chicago, Illinois, elementary schools with stronger instructional program coherence make…

Calls for focusing attention on the political obstacles to large-scale school reform rather than thinking of the problem mainly as one of disseminating information and helping individuals work through their fears about change. The natural outcome of urban politics is likely to be partial implementation of many programs rather than full-scale…

Describes five case studies of high-performing public schools that have organized professional resources in innovative ways. Outlines principles of successful resource allocation. Presents a framework and methodology for examining a school's current use of resources. (MAK)

The evaluation of the reading programs in the Eugene, Oregon, public schools is described. Emphasis is placed on the eclectic approach to reading in the district prior to the evaluation and on the effect of using staff members as evaluators in their own district. (CTM)

This article discusses implementation of the California Department of Education's accountability program, its structure and function, selection of performance indicators, and recognition of schools. A survey of school officials found strong support for the concept of accountability, but weak agreement on the specifics to implement it. (Author/JAZ)

This paper reviews early research at the national level on the implementation and effects of the Department of Education's block grant, Chapter 2 of the Education Consolidation and Improvement Act of 1981. Findings are summarized under six topics: funds allocation, educational service delivery, program administration, program assessment, decision…

Implementation of schoolwide projects in Philadelphia (Pennsylvania) illustrates some of the conceptual problems associated with the Hawkins Stafford accountability amendments to the Chapter 1 supplementary education program. Unintended negative consequences are discussed, and recommendations are made to overcome these problems, including the…