WorldCat Identities

United States Department of Education Planning and Evaluation Service

Overview
Works: 207 works in 332 publications in 1 language and 15,582 library holdings
Genres: Longitudinal studies  Periodicals  Case studies 
Classifications: LB2822.82, 371.97
Publication Timeline
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Most widely held works by United States
Wide scope, questionable quality : three reports from the study on school violence prevention( Book )

10 editions published in 2002 in English and held by 754 WorldCat member libraries worldwide

Wide scope, questionable quality : three reports from the study on school violence and prevention by Scott Crosse( Book )

4 editions published in 2002 in English and held by 382 WorldCat member libraries worldwide

The education for homeless children and youth program : learning to succeed( )

1 edition published in 2002 in English and held by 354 WorldCat member libraries worldwide

Prospects, the congressionally mandated study of educational growth and opportunity : the interim report( Book )

2 editions published in 1993 in English and held by 343 WorldCat member libraries worldwide

Improving schools from the bottom up : from effective schools to restructuring( Book )

3 editions published in 1995 in English and held by 334 WorldCat member libraries worldwide

The same high standards for migrant students : holding Title I schools accountable : final report( )

2 editions published in 2002 in English and held by 332 WorldCat member libraries worldwide

A Closer Look at Drug and Violence Prevention Efforts in American Schools Report on the Study on School Violence and Prevention by David Cantor( )

1 edition published in 2002 in English and held by 330 WorldCat member libraries worldwide

This paper looks at what schools are doing to promote school safety. It is organized in four areas: (1) extent of problem behavior in schools, including the types of victimization experienced by students and teachers, and how students and teachers perceive the safety of their schools; (2) efforts used by schools to prevent problem behavior and the quality of their implementation; (3) planning processes used by schools and districts for prevention activities and the use of information in doing so; and (4) results of efforts to compare schools that differed on the extent of problem behaviors. The information for the report came from a purposive sample of 40 public schools (20 middle schools and 20 high schools). Researchers collected a combination of quantitative and qualitative information. The results indicate that the vast majority of schools had relatively low levels of serious crime (aggravated assault, weapons violations, and robbery). While fighting did occur and the presence of weapons was not unheard of, the combination of the two was rarely seen in the same school. Theft was much more common than robbery, and while teachers may have been verbally abused, they rarely were attacked or threatened with a weapon. Fear of disorder did not seem to interfere with learning. (Contains 15 references.) (Rjm)
Prospects, the congressionally mandated study of educational growth and opportunity : first year report on language minority and limited English proficient students by Marc Moss( Book )

2 editions published in 1995 in English and held by 327 WorldCat member libraries worldwide

School based reform : lessons from a national study, a guide for school reform teams by Edys S Quellmalz( Book )

3 editions published in 1995 in English and held by 325 WorldCat member libraries worldwide

Efforts to improve the quality of vocational education in secondary schools : impact of federal and state policies by Cathleen Stasz( )

2 editions published in 2004 in English and held by 324 WorldCat member libraries worldwide

How have the Carl D. Perkins Vocational and Technical Education Act Amendments of 1998 (Perkins III) affected the state of U.S. secondary education? Congress mandated a National Assessment of Vocational Education to determine just that. This report is part of that assessment. Using a case study sample from seven states and a national teacher survey, the authors analyzed the results to determine the impact of Perkins III in fulfilling the overall goal of improving vocational education. Given the time constraint (four years is not enough time for full implementation) and selected sample of states in the study, the authors conclude that Perkins III is having some positive affect but only within the framework of the greater influence of the individual states' general-education policies
School crime patterns : a national profile of U.S. public high schools using rates of crime reported to police : report on the study of school violence and prevention by David Cantor( )

1 edition published in 2002 in English and held by 324 WorldCat member libraries worldwide

The impacts of Upward Bound : final report for phase I of the national evaluation, analysis and highlights( )

1 edition published in 1999 in English and held by 323 WorldCat member libraries worldwide

The impacts of Upward Bound : final report for phase I of the national evaluation : final report by David E Myers( )

1 edition published in 1999 in English and held by 322 WorldCat member libraries worldwide

Progress in Prevention Report on the National Study of Local Education Agency Activities under the Safe and Drug Free Schools and Communities Act by Irene Hantman( )

2 editions published in 2000 in English and held by 317 WorldCat member libraries worldwide

Although school districts are critical to the operation of the Safe and Drug-Free Schools and Communities Act (sdfsca) Program, relatively little is known about how they plan, implement, and evaluate their SDFSCA-funded prevention activities. The U.S. Department of Education initiated this study to provide a more complete description of the ways in which districts accomplish these tasks, and to provide a baseline for gauging progress on district implementation of new guidelines for the sdfsca program. Information is used from 520 districts nationwide surveyed by telephone. Results show that many districts experienced problems developing measurable goals and objectives. Prevention activities typically target students directly rather than classroom or school environments. Only a small proportion of prevention activities implemented are research-based. For many districts, funding amounts per pupil from either sdfsca or other sources are modest. Although school districts typically collect information on problem behavior in schools and use the information in many ways, the quality of that information may limit its usefulness. Despite concerns about how student surveys are conducted, districts do realize the importance of using information on problem behavior in program planning. Eighty-nine percent of districts use evaluation information to adopt new prevention activities. (Rt)
Review of adult education programs and their effectiveness : a background paper for reauthorization of the Adult Education Act by Mary T Moore( Book )

2 editions published in 1995 in English and held by 317 WorldCat member libraries worldwide

Evaluation of the public charter schools program : year one evaluation report( )

3 editions published in 2000 in English and held by 315 WorldCat member libraries worldwide

Reinventing Chapter 1 : the current Chapter 1 Program and new directions : final report of the National Assessment of the Chapter 1 Program : executive summary by National Assessment of Chapter 1 Independent Review Panel (U.S.)( Book )

7 editions published in 1993 in English and held by 311 WorldCat member libraries worldwide

National Evaluation of the Even Start Family Literacy Program : final report( Book )

2 editions published in 1995 in English and held by 306 WorldCat member libraries worldwide

Providing Chapter 1 services to limited English-proficient students : final report by E. William Strang( Book )

2 editions published in 1992 in English and held by 306 WorldCat member libraries worldwide

This report describes local procedures for implementing Chapter 1 requirements for selecting limited English-proficient (lep) students for Chapter 1 programs, and describes services for lep students through Chapter 1 and language programs. Case studies of 14 school districts in 6 states were conducted to help the Department of Education formulate appropriate guidance for school districts in providing Chapter 1 services to lep students. This report outlines these case studies, and provides the overall study's background, conclusions, and recommendations. Several districts consider students with low scores on English-language proficiency tests as ineligible for Chapter 1 reading and mathematics services and do not assess them for Chapter 1. English-language proficiency tests are used to select students for Chapter 1 funded English as a second language classes in most districts. Teacher judgments are used more often to select lep students than English-proficient ones for Chapter 1. Coordination between Chapter 1 and language services for lep students is rare at the state level. The degree to which lep students are included in Chapter 1 is related to the design of local Chapter 1 and special language programs and district personnel's perspectives about how lep students' educational experiences should be structured. Lep students can be better served by Chapter 1 programs if schools improve coordination between Chapter 1 and other programs. Statistical data are provided in 14 tables. Appendix a provides the 14 case reports. Appendix b presents 16 questionnaires and checklists administered to Chapter 1 program administrators, schools, teachers, and counselors. (Rlc)
State education indicators with a focus on Title I( )

in English and held by 301 WorldCat member libraries worldwide

 
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Audience Level
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Audience Level
1
  Kids General Special  
Audience level: 0.41 (from 0.39 for Improving ... to 0.45 for Reinventin ...)

Associated Subjects
Adult education Adult education and state Charter schools Children of migrant laborers--Education Children of migrant laborers--Services for Children with social disabilities--Education (Preschool) Children with social disabilities--Education (Preschool)--Evaluation Compensatory education Compensatory education--Evaluation Compensatory education--Law and legislation Drug abuse--Prevention Drug abuse--Prevention--Research Early childhood education--Activity programs--Evaluation Education, Bilingual Education, Bilingual--Evaluation Education, Secondary--Evaluation Educational accountability--Standards Educational change Educational indicators Educational indicators--U.S. states Educational planning Educational planning--Statistical methods Educational statistics Education and state Education--Parent participation Education--U.S. states Elementary education of adults--Evaluation English language--Study and teaching--Foreign speakers Even Start programs Family literacy programs Federal aid to adult education Federal aid to education--U.S. states High school students--Attitudes Homeless children--Education Homeless youth--Education Linguistic minorities--Education Linguistic minorities--Education--Evaluation Literacy programs Literacy programs--Evaluation School-based management School improvement programs School management and organization School vandalism School violence School violence--Prevention Students--Drug use Technical education--Law and legislation Underachievers--Services for United States Vocational education--Evaluation
Alternative Names

controlled identityUnited States. Department of Education. Office of Planning, Budget, and Evaluation

controlled identityUnited States. Department of Education. Office of Policy and Planning

controlled identityUnited States. Department of Education. Office of Program Evaluation

controlled identityUnited States. Department of Education. Office of the Under Secretary

Jungtinės Valstijos Dept. of the Education Planning and Evaluation Service

U.S. Department of Education Office of the Under Secretary Planning and Evaluation Service

United States. Department of Education. Office of Planning, Budget, and Evaluation. Planning and Evaluation Service

United States. Department of Education. Office of Policy and Planning. Planning and Evaluation Service

United States. Department of Education. Office of the Under Secretary. Planning and Evaluation Service

United States Dept. of Education Office of Policy and Planning Planning and Evaluation Service

United States Dept. of Education Office of the Under Secretary Planning and Evaluation Service

United States Dept. of Education Planning and Evaluation Service

Languages
English (53)