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ERIC Number: ED527143
Record Type: Non-Journal
Publication Date: 2009-May
Pages: 76
Abstractor: ERIC
Reference Count: 22
ISBN: N/A
ISSN: N/A
Evaluation of the Enhancing Education through Technology Program: Final Report
Bakia, Marianne; Means, Barbara; Gallagher, Larry; Chen, Eva; Jones, Karla
Office of Planning, Evaluation and Policy Development, US Department of Education
The purpose of this report is to provide descriptive information about educational technology practices related to the core objectives of the U.S. Department of Education's Enhancing Education Through Technology (EETT) program. The EETT program is part of the "No Child Left Behind Act of 2001" ("NCLB") and, like other elements of "NCLB," targets "high-need school districts." The authorizing legislation specifically states three goals for the program: (a) to improve student academic achievement through the use of educational technology, (b) to ensure that every student is technologically literate by the eighth grade, and (c) to encourage the effective integration of technology in teacher training and curriculum development to establish research-based instructional methods that can be widely implemented as best practices. From the program's inception in FY 2002 through FY 2008, approximately $3.4 billion was allocated to EETT. In FY 2008, the program was funded at approximately $267 million. This report is structured around the EETT program objectives and specific performance measures developed by the U.S. Department of Education to meet the requirements of the "Government Performance and Results Act" ("GPRA") of 1993, which are aligned with, but not identical to, the goals stated in the legislation. "GPRA" requirements address each of the following EETT program priorities: teachers' and students' access to technology, technology-related professional development, technology integration, and student technology literacy. This report's key findings are organized by "GPRA" measures for the EETT program (see Exhibit ES-1). Overall, states and districts are showing some progress in developing the infrastructure necessary to support student and teacher capacity to use technology in robust ways. Computers and Internet connections are increasingly in place within classrooms, suggesting the suitability of a renewed focus on high-quality teacher professional development, how technology is used in instruction and learning, and the skills that teachers and students gain as a result. Appended are: (1) ETT Program Administration; and (2) Data Sources and Methodology. (Contains 28 exhibits and 31 footnotes.)
Office of Planning, Evaluation and Policy Development, US Department of Education. Available from: ED Pubs. Education Publications Center, US Department of Education, NTIS, P.O. Box 22207, Alexandria, VA 22304. Tel: 877-433-7827; Fax: 703-605-6794; e-mail: edpubs@edpubs.ed.gov; Web site: http://www2.ed.gov/about/offices/list/opepd/index.html
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service; SRI International
Identifiers - Laws, Policies, & Programs: Government Performance and Results Act 1993; No Child Left Behind Act 2001