ERIC Number: ED419299
Record Type: Non-Journal
Publication Date: 1998-May
Reference Count: N/A
Status of Education Reform in Public Elementary and Secondary Schools: Principals' Perspectives. Statistical Analysis Report.
Celebuski, Carin; Farris, Elizabeth
A recent study asked nationally representative samples of public school principals and teachers about their use of content and performance standards and other reform strategies, ties between the home and school, Title I's role in supporting reform, and the information they needed to proceed with reforms. This report presents findings of the principal survey, which had 1,216 respondents. Fully 78 percent of principals reported their schools used content standards to a moderate or great extent to guide curriculum and instruction in all four core subjects. About 10 percent indicated their schools were implementing all 10 comprehensive reform strategies. At least 40 percent of respondents needed more information on using innovative technologies, professional development linked to standards, and parental involvement activities. Barriers to achieving high standards included diverse student populations, high student mobility, inadequate parent involvement, and inadequate student assessments. Half the principals preferred to receive information on reforms through institutes or workshops. Principals of Title I-funded schools and those without such funding had similar familiarity with and implementation of comprehensive reforms. Included are survey highlights, a summary, and appendices containing methodologies, tables, and the survey form. (MLH)
Descriptors: Administrator Attitudes, Change Strategies, Curriculum, Educational Change, Elementary Secondary Education, Performance, Principals, Questionnaires, Standards, Tables (Data), Teacher Surveys
U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
Publication Type: Numerical/Quantitative Data; Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: Westat, Inc., Rockville, MD.