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Evaluation of the Comprehensive School Reform Program Implementation and Outcomes. Fifth-Year Report
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Orland, Martin; Hoffman, Amanda; Vaughn, E. Sidney, III – Office of Planning, Evaluation and Policy Development, US Department of Education, 2010
This "Fifth-Year Report" from the Evaluation of the Comprehensive School Reform Program Implementation and Outcomes (ECSRIO) is the final report on the outcomes of the federally funded Comprehensive School Reform (CSR) program. It presents findings about the relationship between participation in the U.S. Department of Education's…
Descriptors: Program Evaluation, Educational Change, Educational Improvement, Program Implementation
Student Flows and Employment Opportunities before and after Implementation of a Third Year in Vocational Programmes at Upper Secondary School
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Murray, Asa; Sundin, Sven – European Journal of Vocational Training, 2008
The present study describes students flows before and after the latest reform of upper secondary school in which a third year as well as a new grading system and new entrance requirements were introduced in vocational programmes. Published and unpublished data on student flows through upper secondary school before and after implementation of the…
Descriptors: Academic Achievement, Employment Opportunities, Participant Characteristics, Educational Change
The Comprehensive School--A Reform Model in Contradiction.
Schlomerkemper, Jorg – Western European Education, 1990
Describes the integrated comprehensive school (ICS) in Germany, where, as of 1988, 90 percent of all students attended traditional schools. Traces the history of comprehensive schools in Germany and examines their philosophy and objectives. States comprehensive schooling cannot create equal social entitlements but can encourage all students to…
Descriptors: Academic Achievement, Comprehensive Programs, Democratic Values, Educational Change
Implications of IEA Findings for the Philosophy of Comprehensive Education.
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Husen, Torsten – 1973
The comprehensive-versus-selective school issue is primarily a socio-politico-economic rather than pedagogic problem. The International Project for the Evaluation of Educational Achievement (IEA) had as its primary objective to relate certain social, economic and pedagogic characteristics of the different systems to the outcomes of instruction in…
Descriptors: Academic Achievement, Comprehensive Programs, Cross Cultural Studies, Educational Philosophy
State Baselines for Goals 2000 Implementation.
Council of Chief State School Officers, Washington, DC. – 1994
Each state has the opportunity to participate in Title III of the Goals 2000 Act. To participate, the state must have or develop a comprehensive strategy for improving education on the basis of clear and challenging standards. To assist the states, the Council of Chief State School Officers has prepared this report of baseline information for each…
Descriptors: Academic Achievement, Comprehensive Programs, Decision Making, Educational Improvement
State Teacher Policy Yearbook, 2009. New York
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National Council on Teacher Quality, 2009
The New York edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher…
Descriptors: Teaching (Occupation), Teacher Effectiveness, Yearbooks, State Standards