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The National Institute on Educational Governance, Finance, Policymaking and Management awarded six grants totaling almost $1 million to five universities and one research corporation. The topics to be studied are: the impact of teachers and district conditions on changes in school climate, district policy and governance, and student achievement; the effects of school reconstitution policies on school improvement; the influence of state-level graduation requirements on student course-taking, educational attainment, and early labor market experiences; the effects of intervention in failing schools; the implications of the disproportionate representation of ethnic minorities in special education; and the quantity and quality of degree graduates from teacher preparation programs.
Integrated Governance as a Strategy to Improve Low-Performing High Schools
This is a multi-year, multi-level case study of two urban districts with an integrated governance framework. The central research question is: How does integrated governance create the conditions for improving teaching and learning in urban districts with large numbers of failing schools? Integrated governance is defined as having three features: (1) state legislation focused on student outcomes as the measure of school performance; (2) state legislation which grants states and districts the authority to intervene in failing schools, and (3) state and district willingness to use this authority to improve schools.
Contact: Kenneth Wong
Department of Education
University of Chicago
5835 S. Kimbark
Chicago, IL 60637
(773) 702-0753
FAX: (773) 702-0248
Project Period: 3 years
Year 1 Funding: $147,288
The Effects of School Reconstitution on School Improvement
This work will focus on schools "on probation" for reconstitution in three states: Maryland, California (San Francisco), and Kentucky. Through content analysis, interviews, case studies and teacher surveys in a cross-state comparison, the study will enhance understanding on whether and how reconstitution policies support or inhibit change in schools.
Contact: James G. Cibulka
College of Education
University of Maryland
2110 Benjamin Building
College Park, MD 20742
(301) 405-3583
FAX: (301) 405-3573
Project Period: 3 years
Year 1 Funding: $216,914
Productivity of Teacher Preparation Programs: Surplus or Shortage in the Quantity and Quality of Degree Graduates
The purpose of this study is to examine compelling and reliable new information about the quantity and qualifications of degree graduates from teacher preparation programs who become employed as teachers. The research will be based on data collected by two sets of national surveys: the Integrated Postsecondary Education Data System (IPEDS) and the Schools and Staffing Survey (SASS).
Contact: Erling E. Boe
Graduate School of Education
University of Pennsylvania
3700 Walnut Street
Philadelphia, PA 19104-6216
(215) 898-5697
FAX: (215) 877-5999
Project Period: 1 year
Year 1 Funding: $190,334
The Educational and Economic Consequences of Changing High School Graduation Standards
The goal of this work is to evaluate how new state-level graduation standards have influenced student course-taking, educational attainment and early labor market experiences. The evaluations will be based on several large, nationally representative data sets which allow this project to identify the effects of state graduation standards among groups of public school students defined by their race, ethnicity and gender.
Particular attention will be paid to how the design of the state standards relates to their effects.
Contact: Thomas S. Dee
School of Economics
Georgia Tech.
781 Marietta Street
Atlanta, GA 30332-0353
(404) 894-4919
FAX: (404) 894-1890
Project Period: 3 years
Year 1 Funding: $ 62,802
Project ACHIEVE: Achieving High Standards and Equity for Diverse Populations
The purpose of this work is to understand and communicate the implications of the disproportionate representation of ethnic minorities in special education in this country. The data for this study will be drawn from the Fall 1992 and Fall 1994 Elementary and Secondary School Civil Rights Compliance Report Survey.
Contact: Donald P. Oswald
Virginia Commonwealth University
Box 980489
Richmond, VA 23298-0489
(804) 828-9900
FAX: (804) 828-2645
Project Period: 3 years
Year 1 Funding: $155,676
Determination of District Processes Enabling Change and Long-Term Impact of Teacher-Led Staff Development on School Climate, District Policy and Governance, and Student Achievement
This study will investigate the role of the teachers and of district conditions on changes in (1) school climate, (2) district policy and governance, and (3) student achievement. The work will investigate a parent site of the National Writing Project in operation for 15 years, along with 24 outreach districts. The work will focus explicitly on the long-term impact of teacher-led staff development on the 3 target areas, and the impact of the 3 target areas on implementing and sustaining educational change in the districts.
Contact: Ruie Jane Pritchard
North Carolina State University
Box 7801, 402C Poe Hall
Raleigh, NC 27695-7801
(919) 515-1785
FAX: (919) 515-6978
E-mail: Ruie@poe.coe.ncsu.edu
Project Period: 3 years
Year 1 Funding: $164,825
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