Over the past 15 years, we have seen an increase in the use of cluster randomized trials (CRTs) to test the efficacy of educational interventions. These studies are often designed with the goal of determining whether a program works, or answering the what works question. Recently, the goals of these studies expanded to include for whom and under…

Glass and Smith's (EJ 207 324) conclusion supporting small class size may be true, but it is not supported by their evidence. Their analysis does not recognize intervening factors and varying class sizes. (CP)

While policy analysis is currently the most popular research strategy for educational administration, it is more effective when used in conjunction with program evaluation. The relationship between these methods is illustrated by examining alternative research designs for a hypothetical school drug abuse program. (BS)

School district central office administrators were studied to determine the effects of state and federal regulatory policies for categorical funding on administrative costs and administrator behavior. Findings showed significant hidden program costs for local districts. Additionally, regulations diverted local managers from educational concerns to…

Methodological features are suggested for a possible new national longitudinal study of teachers' careers. Six key principles of research design are presented and used to assert that the new study must be truly longitudinal with measurements on at least six occasions over at least 12 years. (SLD)

This study collected exploratory data on a group of organizational adjustment variables (procedural, personnel, process, structural, and strategic) among a group of schools and school districts. Results provide a preliminary basis for suggesting that the adaptive organizational behavior of schools and school districts may be influenced by…

Seven considerations in designing the Title I Evaluation and Reporting System are reviewed: satisfying state, local, and federal needs; summative evaluation; differences in Title I subprograms; local use of different achievement tests; comparative analysis data; use of approved evaluation designs; and use of a common reporting metric. (MH)

Among the guidelines offered for educational policy-relevant research on the effects of school integration on minority student academic achievement are: age at which to desegregate students; school racial composition; ethnic or racial groups to be bused; instruction for non-Black minorities; and the role of social class. (MH)