This is a progress report on the development of the Minnesota State Individually Guided Education (IGE) Network. The foreword states that the state IGE network came into being in July of 1973 in response to a need for the continuing awareness, implementation, and refinement of IGE on a statewide basis. Section 1 is an introduction which explains…

The article describes a project aimed at designing, developing, and testing a state-operated subsystem for periodic evaluation of the efficiency of individual post-high school and adult vocational programs. (JK)

This document is intended to assist State Education Agency (SEA) and Lead Agency (LA) staff and technical assistance providers in designing a meaningful evaluation for the State Performance Plan (SPP)/Annual Performance Report (APR) improvement activities. It provides: (1) information about the relevance of evaluation in the context of improvement…

In spring 2009, the Center on Education Policy (CEP) continued its research on the impact of test-based federal and state accountability policies by conducting case studies of six high schools in six different districts within Washington State. The purpose was to learn more about the curricular and instructional changes that administrators and…

Context: An implicit objective of a state's investments in medical education is to promote in-state practice of state educated physicians. Purpose: To present a tool for evaluating this objective by analyzing the "pipeline" from medical education to patient care, primary care, rural areas, and underserved areas in Pennsylvania. Methods:…

This report summarizes the activities and findings of the external evaluation of the "Science: It's Elementary" (SIE) program during the period from July 2009 through June 2010. The SIE program is managed by ASSET Inc. and overseen by the Pennsylvania Department of Education (PDE). SIE is an initiative aimed at improving elementary…

Among the provisions of Maryland Senate Bill 682 was that mission statements would be developed by the presidents of public institutions of higher education in Maryland, submitted, and then reviewed by the Higher Education Commission no later than June 30, 1999 as required by the law in effect before July 1, 1999. Mission statements were to be…

The Massachusetts Board of Education is required to establish standards for prekindergarten programs serving 3- and 4-year-olds in whole- or half-day programs. This document presents the standards to be used by programs receiving Chapter 188 Early Childhood funds. The program standards are intended to guide ongoing development, evaluation, and…

In 1998, the State of Wisconsin Department of Health and Family Services assumed responsibility for the Milwaukee County child welfare system. The Wisconsin Council on Children and Families has undertaken a multi-year, qualitative research project to monitor the state takeover. The three questions that this project seeks to answer are: (1) What…

Describes the scope of evaluation efforts of the Even Start family literacy program to date, summarizing the evaluation strategies, rationale, intended audience, and findings. Discusses the different lenses offered by evaluation at state and local levels. (SLD)

In Georgia 16 classes of second graders and 12 of fourth graders were divided into 2 groups. The treatment group was taught the Agriculture in the Classroom curriculum. Compared to controls' test scores, the experimental group effectively learned agriculture concepts regardless of whether they were in rural or urban areas, grouped randomly or by…

The Biennial Report presents a summary of programs and services provided by the North Dakota Department of Public Instruction for 2007-2009. The State Superintendent notes that while North Dakota's education system is good, slippage in test scores is occurring, cracks in the education system are developing and some students are falling through…

State oversight for teacher preparation programs mostly ignores the impact of graduates on the K-12 students they teach, and it gives little attention to where graduates teach or how long they remain in the profession. There is no evidence that current state policies hold programs to high standards in order to produce teachers who can help…

Our current system for holding U.S. teacher education programs accountable doesn't guarantee program quality or serve the needs of schools and students. State oversight for teacher preparation programs mostly ignores the impact of graduates on the K-12 students they teach, and it gives little attention to where graduates teach or how long they…