The U.S. Department of Education (ED) expects all Teacher Incentive Fund (TIF) grantees to conduct an evaluation of their programs. Experience with earlier rounds of TIF grants has shown that evaluations can provide valuable information for managing and improving TIF-supported activities, as well as evidence that these activities have had a…

This report seeks official endorsement from Universities UK and GuildHE for the Higher Education Achievement Report (HEAR) to be adopted sector-wide for students entering higher education in academic year 2012-13. Following extensive trialling and detailed consideration, the report clearly outlines the HEAR and the additional information it…

Over the past five years, California State University, Bakersfield (CSUB) recruited 39 Noyce Scholars for STEM teacher preparation in high-needs schools. As of April 1, 2014, the program has saved approximate $150,000 of NSF funding for this grant. In this summative report, program effectiveness has been examined in three aspects, "Noyce…

This article presents the results of the 2nd-year evaluation of an after-school program designed for an extended school day program serving African American middle school students in the city of Baltimore, Maryland (ACCESS-West). This study describes the effects of schoolwide reform especially as it relates to single-gender schools, educating…

This evaluation study provides descriptive information about the implementation and outcomes of the 21st Century Community Learning Centers (CCLC) program in West Virginia, from September 2012 through May 2013. The report draws on information from online surveys of directors of 30 CCLC programs and from school teachers for 4,102 participating…

Developing educational programs for older adults who are highly educated and healthy is necessary in order to meet the learning needs for this specific group. One response to this demand for educational programs is the Learning in Retirement Organization (LIR). LIR began in New York City in 1962 as an educational program for retired professionals.…

In this article we present results from a study investigating the impact of three state exit exam systems on teaching and learning in college-preparatory schools. The study compares one state with a traditionally more centralized exam regime, one state that is more de-centralized and one state that has recently switched to more centralized…

Professional development that improves teaching and student learning meets research-based standards to ensure high-quality educator learning experiences. Since the quality of professional learning affects its results, many states, districts, and schools want to measure the effectiveness of their professional development to make targeted…

The purpose of this report is to provide descriptive information about educational technology practices related to the core objectives of the U.S. Department of Education's Enhancing Education Through Technology (EETT) program. The EETT program is part of the "No Child Left Behind Act of 2001" ("NCLB") and, like other elements…

A look at correspondence education as an alternative to regular in-school instruction. Briefly describes the efforts of the Correspondence Education Branch of the Ontario Ministry of Education. (Editor/RK)

"Credit" has an increasingly important role to play in recording student achievement and also for providing support for students and their progression both into and within the education system. It is a key tool for promoting lifelong learning. Credit can serve a number of purposes but is fundamentally a tool for assessing the equivalence…

Of the 345 Title I projects in operation in Massachusetts during 1975 58% were conducted during the school year, and 42% were conducted during the summer term. During this year, 77,706 children attending both public and nonpublic schools participated in Title I programs. Of the 319 projects responding, 98% indicated that they had an active Title I…

The results of an evaluation of a Title VII bilingual education program conducted in four Central Harlem (New York City) elementary and junior high schools are presented in this report. The program, which consisted of bilingual (Spanish and English) instruction in language and reading skills, mathematics, science, and social studies, is briefly…

This project, undertaken as a pilot study, was a joint venture of the seven commissions on higher education of the six regional accrediting associations in the United States. In total, ten programs were reviewed in Madrid and two programs in Strasbourg. (Author)

This study compared two types of school breakfast programs in Minnesota: Fast Break to Learning, a universal free breakfast program ("Fastbreak" schools), and programs with a sliding fee scale ("control" schools). Fastbreak and control schools were compared on several variables: (1) survey responses from principals and food…