This report describes research developing indicators of classroom practice for monitoring the influence of school reform initiatives on students' learning environments and supporting the improvement of instructional practice. The work reported entailed collected assignments and student work from the classrooms of 12 third-grade and 12…

This report tells what has been learned about reporting on higher education performance in the last 10 years and describes the kinds of information being used to inform policymakers and the public about higher education in the member states of the Southern Regional Education Board. The report provides examples of how the information is linked to…

This report is an indicator summary, synopsizing the state of education, monitoring important developments, and showing trends in major aspects of education. It contains a sampling of charts of the 67 indicators in "The Condition of Education 2000." Graphs depict past and projected trends in elementary, secondary, and postsecondary…

This report discusses various quality indicators for Front Range Community College (Colorado). Each of the 10 quality indicators and 10 additional indicators shown in the report is elaborated by details such as indicator description, operational definition, benchmark, source, results, and conclusion. Quality indicators include: (1) Student success…

The passage of the Children First Act in 1988 ushered in a new era of data collection, analysis, and reporting about the overall quality and condition of education in Louisiana. Implemented in 1990, this major piece of legislation resulted in the publication of the Progress Profiles (School Report Cards, District Composite Report, and the…

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Reports. Each year, this report is updated by adding the most current year?s data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables…

The Commission staff reviewed the institutional performance accountability reports submitted by each public college and university and prepared a consolidated report. This report appears in two volumes. Volume 1 contains the following: (1) an overview of the history and major features of the accountability process; (2) the assessment of the…

During the past decade, states have taken an active role in regularly reporting to the public indicators of the status of public education, including results of student assessments, data on students and teachers, and school finance data. With the passing of the 2001 No Child Left Behind Act (NCLB), federal accountability and reporting have been…

Methods used in an educational indicators pilot project studying the conditions in primary schools in the least developed countries are described. Sample surveys with 88.88% to 100% response rates were conducted in 14 countries. Recommendations are made for improving sampling techniques in underdeveloped countries. (SLD)

Focuses on indicators of the condition and progress of education in the United States, including student participation, persistence, and performance and societal support for learning. Also includes this year's special analyses of private schools and nontraditional undergraduates. (SLD)

Describes how state higher education governing boards can use benchmarking to provide direction for colleges and universities. Provides an in-depth example and indicators used by selected state higher education boards. (EV)

Describes the timely and useful information about education in the United States found in "The Condition of Education" and points out some key pieces of information that are missing. The most glaring omission is information about instructional practices, and a second omission is in the area of teacher knowledge. (SLD)

The No Child Left Behind (NCLB) Act requirement that states prepare and disseminate an annual state report card became effective at the beginning of the 2002-03 school year. Each state agency must also ensure that each local district collects appropriate data, both at the district level and for each school, and includes such data in its annual…

The author uses the theory and process of organizational learning to make a case for how to understand and address the cultural and structural barriers that preclude colleges and universities from producing equitable educational outcomes for students. (Contains 1 table.)

Although the application of the balanced scorecard (BSC) in the business sector is well documented, very little research has been reported regarding the adaptation or application of the BSC in the education sector. In this article, the authors (a) describe how the Baldrige Education Criteria for Performance Excellence has adapted the concept of…