D. Title I Effectiveness Studies

A central principle of NCLB is that states, districts, schools, and teachers adopt instructional practices backed by evidence of effectiveness from scientifically based research. This principle has created a demand for rigorous evaluation evidence currently unavailable for most education programs and instructional areas. For this reason, the Department's evaluation strategy for Title I features a strong emphasis on evaluation studies that are designed to produce rigorous scientific evidence on the effectiveness of specific education programs and practices that are critical to the effective use of Title I funds.

At the second meeting of the Independent Review Panel on March 17-18, 2003, presentations were made by reading and mathematics experts on what we know and need to know in these areas. Ultimately, three large-scale evaluations were undertaken. The first is examining the effects of remedial reading programs for 3rd and 5th graders. Based on the advice of an expert panel formed by NCEE, the second evaluation will look at the effectiveness of reading comprehension interventions for 5th graders. The third evaluation will assess the effectiveness of mathematics curricula that are widely used in the early elementary grades. The rationales for these three large-scale evaluations of specific interventions are described briefly below.