This report summarizes the 2006-2007 evaluation that was focused toward investigating one primary question: What changes in tool-based, student-centered teaching happen as a result of the infusion of technology and professional development? The research methodology involved the use of trained external researchers from Florida EETT schools…

This report presents student-level achievement results for two groups of schools in Tennessee: (a) four charter schools that began operation in 2003-2004; and (b) three new charter schools that were established in 2004-2005. These two cohorts were therefore completing their second and first academic years, respectively, at the time the achievement…

The purpose of the present evaluation study was to examine the progress made in program implementation, school climate, and student achievement by Tennessee charter schools. Six evaluation questions guided the methodology for this study. Student achievement results are addressed in a separate report. The following evaluation questions are…

This second edition of the Guidebook is designed to help state educational agencies (SEAs) create an effective system to evaluate state-approved supplemental educational service (SES) providers. The text includes tools and strategies that will help readers determine evaluation measures, identify possible evaluation methodologies, and address the…

The purpose of the present evaluation study was to examine the progress made in program implementation, school climate, and student achievement by the seven charter schools. A "mixed-methods" design, encompassing both qualitative and quantitative data, was employed. The questions upon which the evaluation methods are based relate to the progress…

The present study examined outcomes on the Tennessee Comprehensive Assessment Program/Achievement Test (TCAP/AT) for the KIPP:DIAMOND Academy (KIPP:DA), which is in its second year of operation. Importantly, as in Year 1, a rigorous quasi-experimental research design was employed, in which each KIPP:DA student was individually matched to a highly…

This report presents student-level achievement results for the four charter schools that began operation in Tennessee during the 2003-04 academic year. To conduct a rigorous and valid analysis of student achievement outcomes at these schools, we employed a matched program-control design at the student level, whereby each charter school student was…

This study reports the results of a validation study of the Comprehensive School Restructuring Teacher Questionnaire (CSRTQ) and the School Observation Measure (SOM), which are intended for use in evaluating comprehensive school reform efforts. The CSRTQ, which putatively measures five factors related to school restructuring (internal focus,…

This report presents results from a planned comprehensive evaluation of the implementation of Different Ways of Knowing (DWoK) for the Middle Grades in "Cohort I" schools. Cohort I consists of 15 schools in California, Kentucky, New York, and Texas that began implementation of DWoK for the Middle Grades in 2001-02, and thus have completed their…

In the present study, 49 fifth-graders enrolled the KIPP D.I.A.M.O.N.D. Academy in the 2002-03 school year were individually matched to control student from five feeder schools on the basis of ethnicity, free-reduced lunch status, and fourth-grade achievement on the Reading and Mathematics subtests of the Tennessee Comprehensive Assessment…

This report summarizes the Year 2 evaluation study results of the Students and Teachers Accessing Real-time Knowledge (STARK) Program in the West Orange Consolidated Independent School District (CSID). The overall purpose of the evaluation was twofold: (a) to provide formative evaluation data to the participant schools to serve as a basis for…

This report presents the findings of a study conducted by the Center for Research in Educational Policy (CREP) on the second year of implementation of the Small Schools Initiative at the Manual High School Complex. The major goal of this research was to evaluate perceived progress and outcomes at all three high schools. The design and methodology…

The No Child Left Behind (NCLB) stimulates school-wide reform by covering virtually all aspects of school operations including instruction, assessment, classroom management, professional development, parental involvement, school management, and curriculum. Since whole-school reforms typically change practices in the classroom, educators need a…

The present research is a third-party study of the effects of the School Renaissance (SR) comprehensive school reform (CSR) model on student achievement in 11 elementary and middle schools in Texas. The primary measures used in the study were the Texas Learning Index (TLI) reading and mathematics scores obtained through administration of the Texas…