G-1

Appendix G

Study Brochure
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 Title 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

State and school district surveys with all 50 

states and the District of Columbia and a 

nationally representative sample of 570 school 

districts will begin in January 2014.

School and teacher surveys with nationally 

representative samples of 1,300 schools and 

9,100 core academic and special education 

teachers will begin in January 2014.
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HOW HAS STUDENT ACHIEVEMENT CHANGED OVER TIME?

We will use publicly available, aggregate student 

achievement data to identify state trends and cross-state 

trends in student proficiency levels.

WHAT ELEMENTS ARE INCLUDED IN STATES’

ACCOUNTABILITY SYSTEMS? HOW DO STATES AND 

DISTRICTS IDENTIFY AND REWARD THEIR HIGHESTPERFORMING SCHOOLS, IDENTIFY AND SUPPORT THEIR 

LOWEST-PERFORMING SCHOOLS, AND OFFER 

DIFFERENTIATED SUPPORT FOR SCHOOLS THAT ARE NEITHER 

HIGHEST-PERFORMING NOR LOWEST-PERFORMING?

We will investigate the extent to which states are 

broadening their accountability systems to incorporate 

additional 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 lowperforming.

HOW DO STATES AND DISTRICTS EVALUATE TEACHER AND 

PRINCIPAL EFFECTIVENESS AND ASSESS EQUITABLE 

DISTRIBUTION OF TEACHERS AND PRINCIPALS, AND WHAT 

SUPPORTS DO STATES, DISTRICTS, AND SCHOOLS PROVIDE 

TO IMPROVE TEACHER AND PRINCIPAL EFFECTIVENESS?

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 effectiveness 

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 ESEA 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, assessments, school 

accountability and teacher and principal 

evaluation. 

Purpose of the study

The study is designed to answer five key 

questions:

1 WHAT CONTENT STANDARDS AND HIGH SCHOOL 

GRADUATION REQUIREMENTS ARE STATES ADOPTING, AND 

WHAT MATERIALS AND RESOURCES DO STATES, DISTRICTS,

AND SCHOOLS PROVIDE TO HELP TEACHERS IMPLEMENT THE 

STATE CONTENT STANDARDS?

This study will examine whether states have been adopting 

new or revised content standards and state high school 

graduation requirements. It will also look at state, district, 

and school supports for the implementation of standards 

and how standards are being used to guide instruction in 

schools.

WHAT ASSESSMENTS DO STATES AND DISTRICTS USE (IN 

TERMS OF ASSESSMENT FORMAT AND COVERAGE OF GRADE 

LEVELS AND CONTENT AREAS), AND WHAT MATERIALS AND 

RESOURCES DO STATES, DISTRICTS, AND SCHOOLS PROVIDE 

TO SUPPORT THE IMPLEMENTATION OF ASSESSMENTS, AND 

USE OF ASSESSMENT DATA?

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.