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ERIC Number: ED427433
Record Type: RIE
Publication Date: 1999-Jan
Pages: 94
Abstractor: N/A
ISBN: ISBN-0-16-049879-1
Status of Education Reform in Public Elementary and Secondary Schools: Teachers' Perspectives. Statistical Analysis Report.
Alexander, Debbie; Heaviside, Sheila; Farris, Elizabeth
This volume examines education-reform efforts in U.S. public schools. The report, which focuses on higher standards for student achievement, is based on two nation-wide studies: the Public School Teacher Survey on Education Reform and the Public School Survey on Education Reform. The survey included questions on teachers' understanding of higher standards for student achievement; how prepared teachers feel to set or apply new higher standards of achievement for their students; and the extent to which teachers are implementing reform activities. Survey findings are presented throughout the report in aggregates for all schools; where significant differences were found, they are presented by school characteristics. Among the findings, 42 percent of elementary and secondary public school teachers reported understanding the concept of new higher standards for student achievement very well, and 35 percent said they felt very well equipped to set or apply new higher standards for their students; two activities associated with education reform were frequently cited by teachers as being incorporated into their classes to a great extent; and instructional strategies were aligned with high standards to help all students succeed. Three appendices present the survey methodology, reference and standard error tables, and the survey form. (RJM)
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
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: Westat, Inc., Rockville, MD.
Note: For related report, see ED 419 299.