- Evaluation Studies Underway
- Literacy
- Mathematics
- Teacher Quality
- Choice
- English Language Learning
- Students with Disabilities
- Other Evaluations
- Implementation of Title I/II Program Initiatives
- Integrated ARRA
- Race to the Top
- School Turnaround Case Studies
- TRIO
- Effectiveness of Educational Technology
- Title I Supplemental Educational Services
- After-School Programs
- School-Based Violence Prevention Program
- Student Mentoring
- Random Mandatory Student Drug Testing
- Comprehensive Technical Assistance Centers
- Regional Educational Laboratories
- Technical Assistance
Implementation of Title I/II Program Initiatives
Contractors: Westat, Mathematica Policy Research, Inc., edCount
Background/Research Questions:
The Title I and Title II programs are part of the Elementary and Secondary Education Act (ESEA) and are intended to help provide all students with equal access to education by providing financial assistance to schools and districts which have a high percentage of students from low-income families (Title I) and improving teacher and principal quality (Title II). The most recent reauthorization of ESEA, the No Child Left Behind (NCLB) Act of 2001, increased accountability through the use of assessments for students, requirements for all teachers to be highly qualified, and funding for supports and interventions for schools not achieving adequate yearly progress for the entire school population as well as for various subgroups of students. Historically, there has been a Congressionally-mandated study of Title I which has also included information about Title II. In anticipation of the upcoming reauthorization of ESEA, this study is designed to provide relevant baseline data as well as follow-up data to evaluate the implementation of ESEA flexibility and a reauthorized Title I and Title II.
Reports will answer the following research questions regarding state, district, and school responses to ESEA flexibility provisions and reauthorization:
- How are states, districts, and schools adopting standards and aligning assessments that reflect the goal of all students graduating from high school college- and career-ready, and to what extent are they implementing them?
- How are states, districts, and schools defining and evaluating "effective" and "highly effective" teachers and principals?
- What accountability systems have states implemented? How are students making progress on meeting state academic achievement standards within states, and how are students performing across states?
- How are states identifying the lowest-performing schools, and what types of assistance and interventions are states and districts using in the lowest-performing schools?
Design:
Data will be collected from all 50 states, a nationally representative sample of districts and schools, and teachers within those schools through surveys in the 2012–2013 and 2014–2015 school years with an option to collect data in the 2016–2017 school year.
Cost/Duration: $13,592,331 over 7 years (September 2011–September 2018)
Current Status: The contract was awarded in September 2011. Refinement of study design, sample selection, and survey instrument development will be underway during the 2011–2012 school year. Two interim reports and a final report on this study will be announced on http://ies.ed.gov/ncee/.