### G

- 1 

# Appendix G **Study Br ochure** 

## Conducted by: **For any questions about the study, please contact:** E

- mail: TitleI

- IIStudy@westat.com Phone: 1

- 888

- 441

- 3221 

# Collecting Information



# Implementation **of T itle I/II**  **Program Initiatives**  **Who we are**
This study was commissioned by the National Center for Education Evaluation (NCEE) within the Institute of Education Sciences (IES). IES is an independent arm of the U.S. Department of Education, charged with collecting statistics, supporting research and conducting program evaluations.

**National Center for Education Evaluation Institute of Education Sciences**  **U.S. Department of Education Washington, DC**  **S tate and school district s**  **urveys with all 50**  **states and the Distri ct of Columbia and a**  **nationally representative sample of**  **570 school districts will begin in November 2013.**  **School and t eacher surveys with nationally** 
**r epresentative samples of 1,300 schools and**  **9,100 teachers will begin in January 2014.**

### 2 **3**

**4**

**5** 

### H **OW HAS STUDENT ACHIE VEMENT CHANGED OVER**  **TIME** 

### ? We will use publicly available, aggregate student achievement data to identify state trends and cross

- state trends in student proficiency levels.



### W **HAT ELEMENTS ARE INC LUDED IN STATES** 

### ’ **ACCOUNTABILITY SYSTE MS**  

### ? **H OW DO STATES AND**  **DISTRICTS I DENTIFY AND REWARD T**  **HEIR HIGH EST** 

### **PERFORMING SCHOOLS**

### , **I DENTIFY AND**  **SUPPORT THEIR LOW**  **EST**

### - **PER FORMING SCHOOLS** 

### , **AND OFFER**  **D IFFERENTIATED SUPPOR** **T FOR SCHOOLS THAT**  **ARE NEITHER HIGH**  **EST**

### - **PERFORMING NOR LOW EST** 

### - **PERFORMING** 

### ? We will investigate the extent to which states are broadening their accountability systems to incorpora te addit ional student outcomes ( such as achievement growth of individual students and achievement in subjects other than reading and math ) as well as how states are incorporating ESEA Flexibility provisions

. We also will examine the ways that states and districts identify, reward, and provide assistance to high

- and low

- performing schools , and how they offer differentiated support to schools that are neither high

- performing nor low

performing

.


### H **OW DO STATES AND DIS TRICTS EVALUATE TEAC**  **HER AND PRINCIPAL**  **EFFECTIVE NE**  **SS AND ASSESS EQUITA BLE**  **DISTRIBUTION OF TEAC HERS AND PRINCIPALS** 

### , **AND WHAT SUPPORTS DO STATES** 

### , **DISTRICTS**

### , **AND SCHOOLS PROVIDE TO IMPROVE TEACHER A**  **ND PRINCIPAL EFFECTI VENESS**  

### ? This study will examine how states , districts, and schools are evaluating teacher and principal effectiveness and whether states , districts , and schools are taking steps to ensure that all students have access to effective teachers and principals . It will also look at what states, districts , and schools are doing to improve educator eff ectiveness through supporting preparation and practice. 

# What can we learn from this study?

**The Title I/II study will examine the implementation status of policies promoted**  **through the Elementary and Secondary Education Act (ESEA) at the state, district, and**  **school levels, including the E SEA Flexibility**  **provisions. Through surveys at each level and selected extant data, the study will provide**  **information on activities in four core areas: state content standards, aligned assessments,**  **accountability and school turnaround, and the development**  **of effective teachers and leaders.** 

# Purpose of the study **The study is designed to answ er five k** **ey questions:** 

**1** 

### W **HAT CONTENT STANDARDS AN**  **D HIGH SCHOOL GRADUATION REQUIREME**  **NTS ARE STATES ADOPTING**  

### , **AND WHAT MATERIALS AND R**  **ESOURCES DO STATES**

### , **DISTRICTS**

### , **AND SCHOOLS PROVIDE TO HELP TEACHERS IMP**  **LEMENT THE STATE CONTENT**  **STANDARDS** 

### ? This study will examine whether states have been adopting new or revised content standards and state high school graduation requirements . I t will also look at state, district , and school supports for the implementation of standards and how stand ards are being used to guide instruction in schools.

**WHAT ASSESS**  **MENTS DO STATES AND DISTRI**  **CTS USE** 

### ( **IN TERMS OF ASSESSMENT**  **FORMAT AND COVERAGE OF GRADE**  **LEVELS AND CONTENT A REAS**  

### ), **AND WHAT MATERIALS A ND**  **RESOURCES DO STATES**

### , **DISTRICTS**

### , **AND SCHOOLS PROVIDE TO**  **SUPPORT THE IMPLEMEN TATION OF ASSESSMENT** **S**

### , **AND USE OF ASSESSMENT DA**  **TA** 

### ? We will look at the format and coverage of state assessments . We will also examine state, district, and school supports for the implementation of assessments and the use of assessment data.