The need for a more comprehensive approach to educational planning is obvious in education as projects (a) become more complex, (b) become larger, (c) call for greater allocations of money, and (d) continue for a longer period of time. PACE has served to dramatize the glaring need that exists in United States education for better planning--a need…

The purpose of this research is to provide an overall view of PACE, as seen by project directors. The discussion is concerned with characteristics of the existing projects; problems encountered; views toward state, local and federal agencies, criteria for evaluation and funding; and ideas for the future. The study points out basic facts about the…

The general objectives of this study were to determine the overall influence and impact on education of a sample of terminated ESEA Title III Operational and Planning Grants. The five major areas in the evaluation instrument included: characteristics, project accomplishments, provisions for continuation, project design, and final appraisals. The…

This sixth, and final, report features reports by 17 special consultants. Most of them have been with the study for two years. In the course of its work, members of the two study teams have visited close to 300 PACE projects, studied over 1,000 proposals, attended several meetings on ESEA Title III, and read numerous materials. In this volume,…

This report is based upon an analysis of the evaluation procedures outlined in 21 funded Title III proposals. The proposals were analyzed from a number of points of view. (1) Using the Stufflabeam model as a guide, they were examined to determine what, if any, provisions had been made for each of the four classes of evaluation: context, input,…

Presents a historical view of the development of the system used at the National Science Foundation for judging proposals sent to the agency for financial support for fundamental research. Controversies that challenged established procedures are described; political influences and policy changes are examined; and the peer review process is…

Designed to assist both grantmaking agencies and applicants for funding, this proposal format describes and provides examples of the components of program planning and proposal writing. Each of the components is followed by a checklist. The first component clearly and concisely summarizes the request. The proposal introduction describes the…

A Request for Proposal (RFP) is the formal document used by an agency to solicit services from the outside sources that education agencies often use for the design, administration, or scoring of assessment measures. The guidelines presented are intended to help in writing an RFP. A few fundamental aspects of assessment significantly influence the…

Three papers and a sample outline of Requests for Proposals (RFPs) represent the work of the Monitoring and Improving Testing and Evaluation Innovations (MITEI) Project during 1988. The skeleton of a sample RFP outline for large-scale assessment was expanded to provide a checklist of the type of information that should be included in a RFP. The…

This handbook: (1) describes the educational research program of the Planning Services Branch of Alberta (Canada) Education; (2) outlines projects underway for 1986-87; and (3) describes projects completed between April 1985 and July 1986. Section 1, "The Educational Research Program," describes priorities, guidelines, and procedures for…

As part of Project IMPACT's effort to identify and develop procedures for complying with the impact requirements of Public Law 94-482, a field study was conducted to identify and validate variables and their order of importance in predicting and evaluating impact of research and development (R&D) projects in vocational and technical education.…