Distributed leadership practices were used by principals to engage teacher leaders in instructional leadership responsibilities to create an innovative learning culture in Title I elementary schools. It was not known how teachers described the influence of principal-distributed leadership practices on organizational learning and innovativeness in…

This paper is a report of a cross sectional survey study of teacher readiness to implement technology initiatives in their schools. The sample of participants in the study has been comparable, with respect to gender, to national data on teachers in the United States. The technology initiatives reported are reflective of current market trends in…

EEIP is a Texas Education Agency (TEA) grant program that funds innovation in teacher supports and leadership opportunities. This technical report summarizes the four-year implementation of EEIP schools and provides valuable lessons learned from the program. A separate summative report and executive summary report also were published. [For the…

EEIP is a Texas Education Agency (TEA) grant program that funds innovation in teacher supports and leadership opportunities. This report summarizes the four-year implementation of EEIP schools and provides valuable lessons learned from the program. A separate technical report and executive summary report also were published. [For the technical…

The National Coalition on School Diversity has updated this review of federal support for school integration during the tenures of Secretaries Arne Duncan and John King, who both served during the Obama Administration. While much remains to be done, the Obama Administration has made concrete progress on school integration policy. This overview…

As numerous studies from 1906 on have confirmed, children lose ground in learning if they lack opportunities for building skills over the summer. Nonetheless, summer learning loss comes up but rarely in the national discussion of education reform. By the end of summer, students perform on average one month behind where they left off in the spring.…

Based upon a systems analysis approach, a four-stage evaluation model called CIPP (context, input, process, product) assesses innovative programs in education. The model is both a way of viewing planned educational change and a decision making tool for the administrator within the local education agency. Development of the model includes a method…

The Symposium proceedings point out that the evaluation of educational innovations awaits the modernization of evaluation theory. Specific approaches to the problem are presented in five papers, as follows: (1) "An Overview of the Evaluation Problem," by Egon G. Guba, Associate Dean, School of Education, Indiana University, Bloomington,…

This study focused on the extent to which nontraditional instructional strategies targeted by a high school in its Title I schoolwide plan were observable in classrooms. The study was conducted in an inner-city high school where 76% of the students are classified as economically deprived. Data were collected through classroom observations in 18 of…

This report by the Comptroller General to the United States Congress discusses the review made of the Department of Education's National Diffusion Network, particularly its efforts to improve Title I reading programs through information dissemination on exemplary projects. Chapter one examines the Department of Education's dissemination…

The major purposes of the summer reading program of the Falconer School, funded through ESEA Title I, were (1) to provide remedial assistance in reading to students, and (2) to provide a setting for staff innovation. Individualized instruction was central to the program in which new materials, techniques, and learning conditions were tried. The…

This report from the U.S. Department of Education describes the current status of the flagship federal program for the nation's schools, Title I of the Elementary and Secondary Education Act. Key issues addressed in the document include the performance of low-performing students and students in high-poverty schools. It looks at the implementation…

Chapter 2 of Title I of the Elementary and Secondary Education Act is a formula grant program providing funds for state and local education agencies to improve elementary and secondary education, meet the special educational needs of at-risk/high-cost students, and support innovative school programs. The study describes and evaluates the range of…

The study reported here was designed to describe Title I school-parent compact development and implementation across a sample of five schools with promising compacts. The four findings and guidelines for developing compacts highlight the varied experiences of five Title I schools, each of which demonstrates a broad base of support for strong…