Biennial Evaluation Reports

Biennial Evaluation Report 95-96

Biennial Evaluation Report 93-94

Title I

Prospects: The Congressionally Mandated Study of Educational Growth and Opportunity, Interim Report:
Language Minority and Limited English Proficient Students: The 1988 Hawkins-Stafford Amendments to the Elementary and Secondary Education Act (ESEA) mandated a national longitudinal evaluation of the impact of Chapter 1. The evaluation, which is referred to as Prospects, is designed to do the following: 1) compare the educational achievement of those children with significant participation in Chapter 1 programs and comparable children who did not receive Chapter 1 services, and 2) examine a range of cognitive, behavioral and affective outcome measures such as achievement, truancy, delinquency and school dropout rates, employment and earnings, and enrollment in postsecondary education.

The Prospects Report Highlights (1995)

Chapter 1 Services to Private Religious School Students:
Presents findings from a national survey and case studies on services that the Chapter 1 program provides to students in private, religiously affiliated schools. Topics include academic quality, comparability of services, and the effect of the Aguilar v. Felton decision.

Report Highlights (1993)

The Other 91 Percent: Strategies to Improve the Quality of Out-of-School Time for Chapter 1 Students:
Examines how students spend out-of-school time, addresses issues related to services integration and parent and family involvement, and suggests ways in which Chapter 1 can play a more active role than in the past.

Report Highlights (1993)

Program Quality and School Reform:
Reviews and synthesizes recent research bearing on the goals and processes of educational change in schools served by Chapter 1.

Report Highlights (1993)

Academic Challenge for the Children of Poverty Report:
The report examined mathematics and literacy instruction in 15 elementary schools serving disadvantaged students over a two-year period. The study documents different instructional approaches teachers use in educating disadvantaged children. It suggests ways to improve the curriculum and teaching in Chapter 1 as well as the regular school program.

Report Highlights (1993)

Chapter 1 Schoolwide Project Study: Final Report:
Chapter 1 schoolwide projects are intended to serve educationally disadvantaged students by improving the instructional program provided to all students in high-poverty schools. The Hawkins-Stafford Amendments allowed school districts to operate schoolwide projects in high-poverty (75 percent or higher) Chapter 1 schools without having to provide additional local funds for students not eligible for Chapter 1 services, as was previously required This report provides a comprehensive look at schoolwide projects in operation during the 1991-92 school year, as mandated by the National Assessment of Chapter 1 Act. The survey provides a wealth of information on the nature of schoolwide projects - their settings, how they were planned, the services they provided, and their impact on schools, services, and student performance.

Report Highlights (1993)

Third-Year Evaluation of the Nine-Site Program Improvement Initiative:
Launched in 1990 to examine how sustained technical assistance at the school site can contribute to Chapter 1 program improvement. The Department of Education (ED) was particularly interested in examining the process and seeing the effects of changing the way Chapter 1 technical assistance has been traditionally provided, which has been through work of a non-intensive nature at the State and school district levels.

Report Highlights (1994)

Demonstrations of Comprehensive School Reform

School-Based Reform: Lessons from a National Study:
Draws on lessons learned from the national study of Effective Schools programs, which Congress mandated to examine the Chapter 2 Effective Schools set-aside created under the 1988 Hawkins-Stafford Amendments. Conducted by SRI International for the Planning and Evaluation Service, Office of the Under Secretary of the U.S. Department of Education, the study examined the extent and nature of Effective Schools programs and other school-based reform efforts nationwide. A separate report, Improving Schools from the Bottom Up: From Effective Schools to Restructuring, presents findings from the study and describes the research methods used.

This guide provides practical advice for teachers and administrators on implementing Effective Schools programs and other school-based reform initiatives. It draws its lessons from examples of school change supported through Chapter 1, Chapter 2, and state reform efforts. The guide also offers guidance on the kinds of support needed from districts. Although the findings are drawn from programs that predate the 1994 reauthorization of the Elementary and Secondary Education Act programs, they provide valuable lessons for current reform efforts. The guide concludes with an annotated bibliography of research publications and other resources on educational reform.

Analysis and Highlights and Full text of report. (1996)

Improving Schools from the Bottom Up-Final Report:
Provides valuable information for practitioners and others interested in school reform efforts. The report and summary volume present findings from the Study of Effective Schools, mandated by Congress in the 1988 Hawkins-Stafford Amendments to the Elementary and Secondary Education Act (ESEA). The study was designed to examine the extent and nature of Effective Schools programs and other school-based reform efforts nationwide. Because this focus on school-level change supports the vision of educational reform embodied in Goals 2000 and Elementary and Secondary Education Act (ESEA) programs, the findings from the Study of Effective Schools Program should prove valuable for the implementation of these educational reform efforts.

Project Information (1995)

Improving Schools from the Bottom Up- Summary:
Describes the nature and extent of school-based reform through portraits of schools involved in change, as well as survey data on the national incidence of reform activities. Describes school and district support for reform. Presents findings on the role of states and the federal government in facilitating (and inhibiting) school-based change.

Project Information (1995)

Integrating State Systemic Reforms and Chapter 1 Programs: Insights from Early Initiatives:
This report examines the effects of early efforts to link ESEA's Chapter 1 (now Title I) programs to state and district education reforms, which are standards based. It focuses on how Chapter 1 standards and accountability requirements link with new state-level standards, curricula, and assessments for all children; how new curriculum frameworks and higher standards are changing teaching and learning in Chapter 1; how new state assessments track individual student progress and improve overall program accountability; and how successfully integrated Chapter 1 programs and evolving systemic reforms can provide lessons for Title I policy.

Report Highlights (1995)

Migrant Education

Services to Migrant Children:
Describes current and proposed strategies for meeting the educational needs of migrant children, based on recent studies of the Migrant Education Program, including the Descriptive Study of Migrant Education and Invisible Children, the final report of the National Commission on Migrant Education.

Report Highlights (1993)

Early Childhood Education

Observational Study of Early Childhood Programs - Volume 1 - Life in Preschool:
The Observational Study of Early Childhood Programs was designed to expand our knowledge of the early childhood experience of disadvantaged preschoolers. The study is based on observations of 119 programs at 5 sites over a two year period. The types of programs observed included the following: Head Start programs, school-sponsored programs, or community-based daycare centers.

Early Childhood Education (1993)

Volume 2 - Chapter 1 - Funded Early Childhood Programs:
This special substudy of Chapter 1 early childhood programs was designed to examine relationships between Chapter 1-funded prekindergarten classrooms and children's cognitive and social-emotional development and to describe how children's experiences changed from preschool to kindergarten. The design included individual assessments of the cognitive and social-emotional development of 750 children enrolled in Chapter 1-funded classrooms in 16 school districts during the fall and spring of their prekindergarten year. In addition, classroom observations and interviews were conducted with principals and teachers at each site. A subset of 131 children was followed into 48 kindergarten classrooms at four sites, including individual assessments and classroom observations.

Report Highlights (1993)

Special Strategies for Educating Disadvantaged Children First-Year Report:
Special Strategies is a three-year project that is collecting case study data on 10 different strategies that were identified as holding promise for educating disadvantaged children. The study is being conducted in 25 sites located in urban and suburban/rural areas. The selection of participating schools was limited to those that had Chapter 1 programs or were eligible to participate in Chapter 1. The sample includes students in the first, fourth, and ninth grades in the 1990-91 school year; these students will be followed for a period of three years. The strategies examined include Reading Recovery, computer-assisted instruction, METRA and other peer tutoring, extended-day and extended-year projects, schoolwide projects, Success for All projects, Comer School Development projects, Paideia projects, and Re:Learning/Coalition of Essential Schools projects. The Special Strategies study accompanies Prospects, the Congressionally mandated longitudinal study of Chapter 1, and supplements the large amount of quantitative data collected by that study with observational and interview data in order to obtain an in-depth picture of what goes on in classrooms.

Report Highlights (1994)

School Reform for Youth at Risk : Analysis of Six Change Models, Volume 1: Summary and Analysis:
The Office of Planning, Budget and Evaluation (PES) participated in an international study on children and youth at risk of school failure with the Organization for Economic Cooperation and Development (OECD). The purpose of this joint study was to identify strategies that have the potential for improving the delivery of services to students at risk of academic failure and their families and that have the potential for being replicated in other countries.

Report Highlights (1994)

The National Study of Before- and After-School Programs:
The first nationally representative study to document the characteristics of formal before- and after-school programs, which have grown in response to the increased need for high-quality, affordable day care. It examines the prevalence, structure, and features of formal programs that provide enrichment, academic instruction, recreation, and supervised care for children between the ages of 5 and 13 both before and after school, as well as during vacations and holidays.

Report Highlights (1993)

Ideabooks

Helping Hispanic Students Reach High Academic Standards: An Idea Book.
This Idea Book is intended to assist school and district administrators, principals, and teachers in understanding how to design strategies and programs that help Hispanic students achieve to high standards, and in using Title I and Title VII to support those strategies. It describes effective, research-based strategies, for improving the achievement of Hispanic students and highlights promising examples of these strategies at work in schools and communities.

Helping Hispanic Students Reach High Academic Standards:An Idea Book-December 2000

Implementing Schoolwide Projects--An Ideabook:
This idea book provides information on how successful schoolwide projects have achieved results in high-poverty schools, based on in-depth interviews with administrators and teachers from such projects. The schools represent an array of program options and serve diverse student populations. Profiles of successful schoolwide projects are included in the idea book as well.

Report Highlights and document text. (1994)

Archived information and reports