The use of the Quality Rating and Improvement System (QRIS) to improve early childhood education program quality is based in part on assumptions that the quality of programs can be measured and that quality ratings are associated with meaningful differences in learning outcomes for children. This report reviews all of the state QRIS validation…

Since the NC Pre-K (More at Four) Program began in 2001-2002, a variety of statewide evaluation studies have been conducted by the FPG Child Development Institute. These annual evaluations have included several studies of program services, classroom quality, and children's outcomes during pre-k as well as longer-term into kindergarten and third…

Presented is the guide for gifted and talented programs in Arizona public schools. Included in the first section are definitions of such terms as "gifted", an outline of procedures of the local district to obtain state approval of a proposed program, an application form for program approval, and an outline of a suggested program…

The Tennessee Career Ladder evaluation system is a multiple-data-source system for evaluating teachers in order to provide them with merit status and benefits. This presentation is based primarily on data from 1983 through Spring 1986, and focus is on the functioning of the general education teacher appraisal system. Four of the 14 steps involved…

Many states are adopting alternative certification programs as a nontraditional means of preparing educational personnel and for admitting into the profession people with degrees in other fields who do not have teacher preparation. This paper clarifies the term alternative certification and establishes a definition for programs. Various…

Provisions of Title III of the Elementary and Secondary Act entitled "Adult Education Act of 1966" charge the Texas Education Agency with responsibility for state administration of adult basic education programs in accordance with a plan approved by the State Board of Education and the United States Commissioner of Education. As one…

Definitions, identification, and characteristics of gifted children are considered. Other areas covered are administrative responsibility, principal role, teacher qualifications, and inservice education. Objectives in program development are discussed as are program evaluation and differential education, including programs for enrichment,…

For all the conflict generated by various K-12 education reform efforts, there is one principle everyone agrees on: teachers need to know the subject matter they teach. This principle makes sense to parents, educators, and policy makers alike. On the importance of a teacher's knowledge the views range from those who believe subject knowledge to be…

Research is summarized and analyzed in this revision of the author's 1960 "Analysis of Research on the Education of Gifted Children," which was used as a guide in the construction and implementation of the Illinois Plan for Program Development for Gifted Children. Information is provided on identification and definition and on…

The Regents' Center for Early Developmental Education (University of Northern Iowa) focuses efforts on improving early childhood education (birth through 8 years) in Iowa by supporting educational efforts that emphasize children's interests, experimentation, and cooperation. In recent years, educational reform initiatives have targeted programs…

Several projects at the University of Georgia's College of Education provide information for program planning and design. The Diagnostic Teaching Cycle (DTC), which is being used to evaluate the undergraduate program of the Division of Elementary Education, has five components: identify, hypothesize, formulate goals and objectives, instruct and…

The Georgia Prekindergarten Program was established in 1993 to provide the state's 4-year-olds with high-quality preschool experiences. A five-year, longitudinal study examined the ways in which differences in prekindergarten services received by 3,639 Pre-K 4-year-olds affected them during their first 3 years of elementary school and assessed the…

This two-volume report, and Summary of Key Findings, presents findings from the congressionally mandated National Assessment of Title I on the implementation and impact of the program. Volume I contains key findings on the implementation of the program under No Child Left Behind, and Volume II [see ED499018] presents a report on follow-up findings…

The Guam Education Policy Board initially adopted the Guam Public School System District Action Plan in May 2003. The DAP established the direction and details for improving academic performance in reading, math, and language arts by using the provisions of the No Child Left Behind Act as a framework. The adopted DAP was also used as a basis for…

This document contains an evaluation checklist developed to assess home economic programs in Illinois in order to determine if they are conducive to meeting the needs of students enrolled in the programs. The quality indicators in this booklet were derived from the "Standards for Vocational Home Economics Education" published by the U.S.…