Measures of the implementation of an individualized curriculum in 52 classrooms at the second-grade level are presented. The study also uses the measures of classroom processes to help explain student achievement on standardized tests of reading and mathematics. The classroom process data are further analyzed to see if systematic differences occur…

Five major classes of information are identified as necessary in a comprehensive evaluation of an educational enterprise: (1) initial status of the learner; (2) learner performance after a period of treatment; (3) program implementation; (4) costs; and (5) supplemental information. Each class of information is presented and discussed in detail,…

The Longitudinal Assessment of Comprehensive School Reform Implementation and Outcomes (LACIO) responds to the No Child Left Behind Act's requirement for an evaluation of the federal Comprehensive School Reform (CSR) program. The legislation stipulates two broad goals for the evaluation: (1) to evaluate the implementation and outcomes achieved by…

Once a decision has been made to implement student progress monitoring (SPM) in a school, there are a number of factors to consider. The author discusses the importance of a plan to address issues oriented to goals, staff and-logistics/administration. A list of additional resources is provided.

This paper reports the results of a study to determine implementation profiles within a sample of 179 participants from a variety of education and business fields. Implementation profiling identifies the conditions that participants perceive are most important when implementing an innovation. Information about the relative importance of the eight…

This action research project developed and implemented a program to improve student knowledge of social sciences and application in the real world. The targeted population consisted of fourth grade students in a K-5 accelerated elementary school in a midwestern state. The problem was documented through the results of standardized tests which were…

The standards and accountability movement of the last decade has resulted in the collection of more assessment data about students than ever before. Often, the results from high-stakes tests have been used merely to grade and rank schools and students. A new trend, however, has emerged where school leaders see the power of using these same…

Contributors to this collection examine how today's federal education programs work and show how, instead of working for school improvement, these programs have begun to function as obstacles to the efforts of reform-minded states and schools. The following essays are included: (1) "Overview: Thirty-Four Years of Dashed Hopes" (Chester…

If education is to halt the ever-swinging pendulum and make significant progress in student achievement, it must first change the ground rules for selecting, implementing, evaluating, and institutionalizing innovations like Hunter's model. This article proposes steps for providing an infrastructure capable of promoting lasting and beneficial…

Describes the planning and implementation of outcomes accreditation at Maine West High School, in Des Plaines, Illinois, from its beginnings in 1988-89 to the present. Indicates that the school discovered that changes in student achievement follow changes in teacher behaviors and that increases in student learning are based on instructional…

This meta-analysis of 40 independent studies was undertaken to clarify existing knowledge of computer use in instruction and to provide information concerning implementation factors helpful to school administrators. Variables analyzed included characteristics of students, teachers, physical settings, and instructional formats. Teacher computer…

Examines value-added student achievement levels of 74 school districts named as litigants in "Tennessee v. Small School Systems v. McWherter" and compares them with those of 64 nonlitigating districts. Although litigant districts have achieved greater fiscal equity, student achievement has not significantly improved. (Contains 11…

A preliminary evaluation of the 21st Century Community Learning Centers program at four San Francisco middle schools found no significant statistical evidence on academic achievement. The program successfully implemented its first-year objectives: positive perceptions among parents and students and solid student participation. Influential factors…

This reprint of an article on using grade advancement as a method for meeting the needs of some intellectually or academically gifted students is preceded by a commentary that concludes that popular sentiment and negative folklore supporting grade advancement are unfounded. Grade advancement guidelines are provided. (Contains references.) (CR)

The 2008-2009 Annual Reading First Progress Report reflects on the final year of implementation for Round I schools and the third full year of implementation for Round II schools. This report focuses on the effect that Reading First implementation has had on selected schools across Nebraska with a special focus on vulnerable populations: English…