Study of Title I and Title II-A implementation: nationally representative 2013-14 surveys of states, districts, principals, and teachers¶

Element · All elements
Evidence · 5 claims (5 for) · 2 studies (2 associational), q2 · 0 of 2 report an effect size · 5 claims rest on one study

Description¶

A national study of the implementation of policies promoted through Title I and Title II-A of the Elementary and Secondary Education Act, conducted as part of the project "Improving America's Schools" (time frame 2011-2020, prepared for the U.S. Department of Education). It "uses nationally representative data collected during the 2013–14 school year," combining "surveys of states, districts, principals, and teachers alongside extant data and documents." It describes trends in student achievement and policy and practice in three core areas: state content standards and assessments in math and reading/ELA, school accountability, and teacher and principal evaluation and support.

Design Implications¶

Context¶

Requirements¶

• Nationally representative survey data from states, districts, principals, and teachers, alongside extant data and documents

Constraints¶

• Findings describe the 2013-14 school year as reported in this executive summary

Target Learners¶

• K-12 students in Title I and Title II-A served schools and districts

Target Learning Goals¶

• College- and career-readiness in math and reading/ELA
• Educator evaluation and support systems

Claims¶

• States used ESEA flexibility to move away from the 100 percent proficiency goal and target a narrower set of low-performing schools for support [+W]
• Most states adopted and most principals and teachers reported implementing college- and career-readiness-focused state standards in 2013-14 [+W]
• Many state assessments incorporated more sophisticated response formats to better assess college- and career-readiness [+W]
• Almost all states adopted new educator evaluation laws or regulations between 2009 and 2014, and 60 percent of districts reported full or partial implementation in 2013-14 [+W]
• States and districts increasingly used performance data as a means to support effective teaching [+W]

Related Elements¶

• State and district survey of Title I and Title II-A implementation under the ESSA transition

Examples¶

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Key Sources¶

• Troppe, P., Milanowski, A. T., Heid, C., Gill, B., & Ross, C. (2017). Implementation of Title I and Title II-A Program Initiatives: Results from 2013-14 (Executive summary). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee