If the district indicated that the district participated through a consortium, we then drew the entire consortium into our sample, and adjusted the probability of the consortium being selected into the sample, based on the full set of member districts. In the fourth section of the chapter, we summarize and synthesize the findings for district poverty and district size . We discuss how the level of poverty and the number of teachers in a district might affect district Eisenhower portfolios, and targeting and recruiting strategies, and discuss the implications of these findings for the Eisenhower program. The fifth and final section of the chapter summarizes our major findings about district portfolios of Eisenhower-assisted professional development , and discusses implications for district and federal policy. 2 Means and standard deviations for all of the variables analyzed in this chapter are located in Appendix F, listed by exhibit number.
All parameter estimates reported in the chapter incorporate weights reflecting the sampling plan.
Reported p-values and the standard errors on which they are based, however, do not reflect the stratification and variance in weights incorporated in the design. Analyses that take these elements of the complex sample design into account have been carried out, and the results are nearly identical to those reported in the chapter. These categories divide the population equally into thirds.