  |
The Performance Measurement Study Of The Title III Institutional Aid Program
The Aid for Institutional Development programs (commonly referred to as the Title III programs) support improvements in educational quality, management, and financial stability at qualifying postsecondary institutions that enroll large proportions of minority and financially disadvantaged students with low per-student expenditures. This report presents the results of a survey of all 1995-96 Part A and Part B Title III grantees as well as in-depth case studies conducted at 19 institutions. Results of the study indicated that institutions used Title III grants primarily to strengthen their academic programs--in particular, funds were spent on technology, new learning labs or academic skills centers, and curriculum development--rather than on institutional management. The study also found that most Title III schools were not in severe financial difficulty.
Here you will find the summary of the report.
Please send questions or comments to daniel.goldenberg@ed.gov |
|
|
TRIO Programs
STUDENT SUPPORT
UPWARD BOUND
TALENT SEARCH
CUSTOMER SATISFACTION
 Student Support Services Evaluation
This evaluation reports the effects of program participation on college retention, grades, and credits earned. The results are based on data from 5,800 program participants and comparison group students whose progress was measured over a three-year period. A future report will examine the effects of program participation on college graduation.
Significant Products:
- National Evaluation of Student Support Services: Analysis and Highlights from reports on Program Implementation, Interim Report, volume I(1994).
- National Study of Student Support Services: Third Year Longitudinal Study Results (1997)
- Best Practices in Student Support Services: A Study of Five Exemplary Sites (1997)
|
|
The National Evaluation of Upward Bound: Summary of First-year Impacts and Program Operations (1997)
The Upward Bound program is intended to fill an important need: helping disadvantaged high school students realize the dream of a college education. An ongoing evaluation of the Upward Bound program, the largest of the federally funded TRIO programs, is yielding important new information about the program's effectiveness, showing that it affects students early on, and in positive ways.
The rest of the report can be found here
The Impacts of Upward Bound: Final Report for Phase I of the National Evaluation (April 1999) Upward Bound, initiated in 1965 as part of the War on Poverty, is a federal precollege program designed to help economically disadvantaged students complete high school and to enter and succeed in postsecondary education. This evaluation report describes the impact of Upward Bound on students during high school and the first year or two of college. Impact findings are based upon a nationally representative sample of 67 Upward Bound projects hosted by two- and four- year colleges, from which 2800 eligible applicants were randomly assigned to Upward Bound or to a control group. Results indicate limited program effects overall on most student outcomes; they also indicate that Upward Bound makes a substantial difference in the lives of certain groups of students, especially students entering the program with lower educational expectations, students with serious academic problems, and boys. Results also show that duration of participation is linked to positive program outcomes.
Here you will find analysis and highlights and the complete report  (1.7 MB). |
|
A Study of the Talent Search Program (1995) Analysis and Highlights
Talent Search program is one of three TRIO programs that originated in the Higher Education Act of 1965. For the past thirty years Talent Search has provided services to low-income and prospective first-generation college students in order to facilitate their access to postsecondary education.
The rest of the report can be found here |
|
Customer Satisfaction
Satisfaction with TRIO Programs (December 1999) The Federal TRIO Programs fund critical postsecondary education outreach and student support services for disadvantaged individuals to help them enter and complete postsecondary education programs. This report presents the results of a survey of 1997 TRIO grantees and non-funded applicants conducted in 1998 concerning their satisfaction with the TRIO programs and with services provided by the Department of Education. Results of the survey indicate that in general, TRIO applicants, both those funded and those not funded, were highly satisfied with the TRIO programs. Eighty-five percent reported being satisfied while only 9 percent were dissatisfied and 7 percent were neutral.
Here you will find the executive summary and the complete report (1.7 MB). |
|
|
|
Aviation Careers
Taking Flight: Education and Training for Aviation Careers Overview
In the Higher Education Amendments of 1992, Congress directed the Department of Education to enter into appropriate arrangements with the National Academy of Sciences (NAS) for a study of civilian aviation training programs. Congress wanted the study to discuss the implications of military downsizing for both training capacity and workforce diversity in the aviation industry. Specifically, Congress was interested in ways to increase the access of women and minorities to civilian aviation jobs, particularly high-skilled jobs as pilots and aviation maintenance technicians ( or "aircraft mechanics").
The NAS committee concludes that military downsizing will not lead to a shortage of qualified pilots or maintenance technicians. The committee believes that civilian training will be able to meet aviation labor market demands based on the demonstrated ability of the training sector to adapt to changing needs. The committee believes that collegiate aviation will become the major source of training because it has the potential to produce pilots and technicians specifically trained to standards recognized by commercial carriers.
Approximately 280 postsecondary institutions offer nonengineering aviation programs in such fields as flight education, maintenance, and airline management education. The collegiate pathway is already the major training route for certified aviation main tenance technicians and is likely to become a more important training source for pilots.
Despite the fact that the collegiate pathway has been important for maintenance technicians and will be increasingly important for pilots, collegiate aviation programs have been largely ignored by industry. They have been guided primarily by basic Federal Aviation Administration (FAA) regulations governing schools that offered training for flight and maintenance technician certification. Thus, collegiate aviation programs have developed in widely disparate ways for many years. There is no professional accreditation of collegiate aviation programs and airlines have had little way of knowing, other than through firsthand acquaintance with particular schools, what specific training aviation graduates have received. Student have had little way of knowing which schools' curricula were most likely to lead them to the jobs they wanted.
Report Highlights |
|
|
|
Preparing Tomorrow's Teachers to Use Technology (PT3)
Analysis of the 1999-2000 Annual Performance Reports for Preparing Tomorrow's Teachers to Use Technology
This report presents an analysis of the activities and reforms conducted by the 1999 grantees in the program Preparing Tomorrow's Teachers to Use Technology (PT3). The analysis uses baseline data submitted to the U.S. Department of Education through the program's 1999-2000 Annual Performance Reports, providing quantitative and qualitative information on the grantees' accomplishments and challenges, and how effectively they addressed the program's goal of preparing future teachers to effectively use technology in instructional settings (2001).
Report Highlights
Full report available in PDF (263K) and MS Word  (567K)
Appendices available in PDF (199K) and MS Excel (264K)
Report Highlights available in MS Word (35K)
Case Studies--First Set of Visits: Preparing Tomorrow's Teachers to Use Technology
This report provides qualitative data and analyses on 10 grantees during their first year in the program Preparing Tomorrow's Teachers to Use Technology. The report examines the progress, strategies, partnerships, funding, sustainability, and evaluation activities grantees have undertaken in their efforts to prepare teacher education students to effectively use technology in the classroom. Data on grantees were gathered during February and March of 2000, and this report is one component of the evaluation work being conducted on the program.
The full report is available in PDF (210K) and MS Word (107K).
Evaluating The Technology Proficiency of Teacher Preparation Programs' Graduates: Assessment Instruments and Design Issues Final Report
Evaluating the Technology Proficiency of Teacher Preparation Programs' Graduates: Assessment Instruments and Design Issues. This report documents and reports on a variety of instruments currently used around the country to assess the technology proficiency of prospective teachers. The report reviews the strengths and weaknesses of those instruments, including their content, cost, ease of administration, and depth of coverage. Assessment instruments that are reviewed include online exams, portfolio assessments, performance assessments, self-assessments, interview protocol, and observations. This report also includes a thorough discussion of the design issues and methodology involved in a longitudinal evaluation of the technology proficiency of teacher preparation program students and graduates.
The full report is available in MS Word (403K).
Grant Review and Analysis of 1999 PT3 Grantees
This report contains a review and analysis of the 225 grant applications from the 1999 PT3 grantees. Information is included on the populations targeted by grantees, consortium partnerships, and funding levels. Additionally, this report includes an in-depth analysis from a random sample of grantee applications on features such as project activities and objectives, grade level and subject area focus of targeted preservice teachers, consortium characteristics, evaluation criteria and activities, and technology acquisition requests.
This report is available in PDF (276K) and MS Word (2.7MB). |
|
|
|
Teacher Quality Enhancement Grants (HEA, II)
Title II HEA provides grants to states and local partnerships to improve the recruitment, preparation, and training of individuals in preservice teacher education programs. The program funds three types of grants: 1) State Grants to conduct reforms in the areas of initial teacher certification, alternative routes into teaching, and holding institutions of higher education accountable for the quality of their graduates in teacher programs; 2) Teacher Recruitment Grants to improve the recruitment and support of teacher candidates; and 3) Partnership Grants to improve high-quality content training and clinical experiences for preservice students.
PES is currently conducting two evaluations of the Title II programs: The Evaluation of the State and Teacher Recruitment Grants Programs, and The Evaluation of the Partnership Grants program.
As preparation for these evaluations, PES commissioned two literature reviews related to the Title II programs.
Preparing and Supporting New Teachers: A Literature Review
This report reviews the research on various initiatives to improve the teaching workforce. Initiatives discussed include reforms in teacher preparation, initial teacher certification, alternative certification routes, and induction programs. Each section of the report includes a description of the extent of reforms, their defining characteristics, their known impacts, and methodological issues involved in researching the initiative area.
The full report is available in MS Word (733K) and PDF (590K).
Literature Review on Teacher Recruitment Programs
This report documents models, strategies and policies of effective teacher recruitment programs. The report includes an overview of the current state of teacher supply and demand, and sources of newly hired teachers. It reviews state-level, and local-level teacher recruitment programs, and documents effective recruitment elements from those programs. It summarizes the implications for future evaluations of teacher recruitment programs, and for future teacher recruitment efforts. The report also includes information about existing and previous teacher recruitment programs, including outcome data and summary information, and the report includes a list of relevant internet resources.
The full report is available in MS Word (520K) and PDF (489K).
|
