Youth apprenticeship programs can give students access to valuable work-based learning experiences that provide insights into how their interest can connect to education and the workforce. Although these programs are often beneficial for participants, there is little data to show the programmatic landscape and impact. There are many challenges…

In light of the fact that policy makers are attempting to build accountability systems that will hold teachers, and the teacher education programs that prepared them, accountable for student achievement results, failure on the part of teacher educators to repeatedly and assertively advocate for a significant role in shaping the accountability…

This report provides AISD staff with a guide to sustain project evaluation practices on ARRA IDEA projects after grant funding ends by enhancing staff capacity to include evaluation in planning, managing, and improving the projects and programs.

This guide is designed as a resource for leaders and evaluators of K-12 online learning programs. In this guide, the term "online learning" is used to refer to a range of education programs and resources in the K-12 arena, including distance learning courses offered by universities, private providers, or teachers at other schools;…

The REDSIL model for ongoing evaluation of gifted education programs involves interviewing stakeholders, isolating and categorizing critical study issues, designing a data collection plan that uses several forms of qualitative methods, implementing the plan, analyzing data, searching literature relative to each issue, analyzing data again, and…

This report examines the National Institute of Education's (NIE's) Request for Proposals (RFP) entitled "Summative Evaluation of the Response to Educational Needs Project (RENP)." The first of six evaluation tasks, Task O, called for the contractor to verify that the questions selected as important were in fact the most important…

This chapter is limited to a discussion of formative evaluation procedures for the purpose of improving instructional programs. It provides some discussion about what formative evaluation is, what it is for, and some guidelines regarding how to go about the evaluation of instruction. The use of the term "instruction" is construed very broadly to…

This report reviews the effectiveness of national evaluation activities undertaken by the United States Office of Education, Office of Evaluation and Dissemination (OED) with regard to Title I compensatory education programs. Three major evaluations undertaken by the OED and technical assistance activities developed by the OED are described and…

This paper presents a summary of the proceedings of a two-day policy forum on performance goals and indicators for special education. The conference was part of a larger project to research and analyze the impacts of accountability-based reforms on students with disabilities and special education. The forum focused on the feasibility and…

This article suggest three broad categories of improvements to 13 data systems on juvenile victimization: (1) systems could expand to include more jurisdictions or other population segments; (2) systems need to create more specific data items; and (3) systems need to be modified to provide continuity and interrelationships among systems. (Contains…

The Austin (Texas) Independent School District's Office of Research and Evaluation revised its surveying procedures in 1982. To reduce the demands on teachers and administrators, various surveys were consolidated and administered on a regular basis. Teachers and administrators were surveyed every fall and spring, high school students in winter,…

Needs assessment, a procedure for obtaining and analyzing information for use in decision-making, consists of identifying the concerns of faculty, staff, parents, students, and community, and validating these concerns (which only then become "needs") by means of information derived from surveys and school records. The Worldwide Needs…

In order to comply with the Individuals with Disabilities Education Act (IDEA) 2004, states must collect valid data as needed to report annually to the Secretary of Education. This requirement, combined with those set forth in the No Child Left Behind (NCLB) legislation, has led states to collect and analyze data about their programs, districts,…

Information should be gathered on specific features of school learning environments that are effective in maximizing all students' chances for schooling success, particularly the chances of success for special students who require greater-than-usual educational support. Research and educational practice support the contention that information on…

This report evaluates the Migrant Student Record Transfer System (MSRTS), a national computer system of records on migrant children, that was voluntarily created in 1969 by state directors of the Migrant Education Program (MEP). As the Federal Government instituted policy changes, MSRTS became the primary source of data for federal and state…