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This report focuses on three major areas of disability research information. Part 1 discusses findings from a series of online focus groups conducted from July 2001 through June 2002 that explored types of additional disability-related research information consumers would like to see. Of the total responses received, persons with a disability reflected the largest respondent group. Respondents wanted more information about the demographic breakdown of the disability community, universally designed products and environments, and other access issues. Part 2 highlights information from selected 2001 and 2002 surveys that investigated the effectiveness of dissemination and utilization activities aimed at people with disabilities and their families. Findings indicate a shortage of qualified special education teachers, an underestimation of the prevalence of attention deficit-hyperactivity disorders, educational discrimination, a digital divide, and lessening of the stigma of special education. Part 3 reports results from a review of the Web sites of the National Institute on Disability and Rehabilitation Research grantees between August 21 and August 30, 2002. Web sites were reviewed for a variety of characteristics including their content offerings and user-friendliness. These results are presented and compared with results from previous reviews. Findings indicate that 67% of grantees have a Web presence. (CR)

To help teachers understand the cognitive development that occurs as children learn to read, the Southwest Educational Development Laboratory (SEDL) has created The Cognitive Foundations of Learning to Read: A Framework. It describes the various cognitive domains that research has shown to be necessary for reading acquisition, and also illustrates the interrelationships that exist among these various cognitive domains. In addition to understanding what is important for all children learning to read, it is also important that teachers understand how to assess individual children's development in each of the cognitive domains the framework describes. To assist teachers in assessing their students' reading development, this paper describes common approaches for assessment for each of the cognitive domains outlined in SEDL's framework of reading acquisition. The paper states that this description of the various assessment techniques can be used to help teachers design their own classroom assessments, and may help teachers to better understand the district or campus assessments already being used with their students. The assessment approaches described in the paper focus on the cognitive development that research has shown to be important for developing early reading skills, but teachers are advised to use a broader sample of assessments to inform their instruction. Referring to the framework, the paper begins with the "top three" elements on the framework: reading comprehension, decoding, and language comprehension. It then moves to a description of assessments commonly used for the various cognitive domains that support language comprehension (background knowledge, linguistic knowledge, phonology, semantics, and syntax). Finally, it discusses assessment approaches commonly used for the cognitive domains that support decoding (cipher knowledge, lexical knowledge, phoneme awareness, letter knowledge, knowledge of the alphabetic principle, and concepts about print). (NKA)

This research synthesis examines key issues in the field of family and community connections with schools. These issues represent critical areas of work where clarification, agreement, and further development are needed, as well as promising new directions that are emerging. After reviewing and examining more than 160 publications, four key issues emerged: that the concept of family and community connections with schools needs to be clarified, that outcomes of family and community connections with schools need to be measured in a consistent way, that the research base for family and community connections with schools needs to be advanced, and that critical areas for research in this field still exist. These critical areas include forging connections with families from culturally diverse backgrounds; connecting families with schools in homework help; connecting school, family, and community for effective school reform; connecting them through developmental approaches and integrated service delivery; connecting them to support student transitions throughout the education system; and developing process-based approaches to make connections. In addressing the issues highlighted in this document, these school, family, and community connections will be better understood and needed knowledge will be created to realize their potential for student learning and students' lives. (Contains 131 references.) (RT)

Title I is a compensatory education program supported by funds from the U.S. Department of Education. The purpose of Title I is to provide opportunities for children to acquire the knowledge and skills described in the state content standards and to meet the state performance standards for all students. In 2000-2001, the Title I, Part A program provided $11,433,288 (90% of total district allocation) directly to 56 Austin Independent School District, Texas, campuses that had 56% or more students from low-income families, 14 eligible private schools, and 3 eligible facilities for neglected youth, serving a total of 36,325 students, including 35,641 public school students (98%), 437 private school students (1%), and 247 neglected youth (1%). Other title I, Part A funds were used at the district level to provide overall program coordination and support. In addition to schoolwide programs, other Title I components include programs for migrant students and parent involvement programs. Academic achievement data show that progress has been made in closing the achievement gap for students at Title I campuses, but the gap remains, and overall Texas Assessment of Academic Skills passing rates for students at Title I schools remain below the overall district and state passing rates. The report contains recommendations for improved use of funds and improved student achievement. Three appendixes contain student achievement data, Texas Education Agency accountability ratings for Title I campuses, and information about private schools receiving Title I funds. (Contains 7 tables, 11 figures, and 13 references.) (SLD)

Noting that the evidence of families influence on their childrens school achievement is consistent, positive, and convincing, this report examines research on parent and community involvement and its impact on student achievement. Following an introduction, the first section of the report describes the methods used for selecting the studies; describes what the studies cover; provides a table showing the studies by topic area, by age and grade level, and by design type; and discusses limitations of the studies. The second section of the report synthesizes the studies' findings. This section also provides some pertinent definitions; lists recommendations to help educators put findings to practical use; and presents research findings related to three areas: (1) impact of parent and community involvement on student achievement; (2) effective strategies to connect schools, families, and community; and (3) parent and community organizing efforts to improve schools. The third section provides summaries of the 51 studies, conducted between 1993 and 2002, described in this report. The report finds that there is strong and steadily growing evidence that families can improve their childrens academic performance in school and have a major impact on attendance and behavior. Children at risk of failure or poor performance can profit from the extra support that engaged families and communities provide. All students, but especially those in middle and high school, would benefit if schools supported parents in helping children at home and in guiding their educational career. The report's appendix provides a short history of the research in this field over the past 30 years. (Contains 96 references.) (KB)

This paper outlines a large urban community college's first attempt at implementing a common book program, in which all members of a campus read a designated work of literature. An overview is provided of the first-year experience, along with ideas for overcoming obstacles, involving faculty and staff, and obtaining sponsors. The paper gives the following step-by-step guide for the establishment of common book program: (1) establish a program philosophy--for example, the common book enhances student/staff/faculty learning via the establishment of a true learning community and partnerships; (2) establish selection criteria (e.g., the book has clear ties to the college's mission and is appropriate for a wide variety of disciplines and classes); (3) determine the common book by requesting nominations, convening a selection committee, and distributing a ballot of final options; (4) announce the book selection; (5) implement the common book by soliciting faculty and department chair support for common book assignments and bookstore sponsorship; (6) celebrate the common book by hosting a celebration and planning conference that highlights the year's past achievements and provides an opportunity to finalize the next year's book selection; and (7) evaluate the project and the process through internal and external evaluations. The majority of the document is made up of the following appended materials: nomination forms; Top Five Ballot; Request for Proposals Form; Conference Announcement; Conference Welcoming Speech; sponsor correspondence letters; trustee correspondence letters; conference participant correspondence letters; conference summary; sample course syllabus; and the conference program. (Author/RC)

This final report discusses the activities and outcomes of a project designed to prepare speech-language pathologists (SLPs) to work with culturally and linguistically diverse infant/toddlers, preschoolers, children, and youth, specifically those of Mexican-American heritage. The project supported graduate students earning a master's degree in communication disorders at Our Lady of the Lake University in San Antonio, Texas, who were enrolled in the CDIS Program, an American Speech Hearing Language Association accredited program in speech-language pathology. The CDIS Program provided three bilingual courses for a total of 5 additional hours to students supported by this grant. These courses, which increased the students' knowledge of bilingual language development and disorders, were open to all students as well as to professionals in the area. The project resulted in the graduation of 32 students with master's degrees in communication disorders. Twenty-eight of the 32 graduates were Hispanic and 4 were non-Hispanic. Out of the total of 40 Spanish-speaking students provided financial support during the grant's four-year period, 34 will have completed the program and earned their master's degree. Twenty-six of the 32 graduates assumed full-time jobs with public schools or early childhood intervention programs immediately upon graduation. (CR)

A study examined a program entitled "Summer Opportunity to Accelerate Reading" (S.O.A.R.), which provided early intervention to accelerate literacy learning for at-risk students completing kindergarten through grade 2 in 2000-01. Subjects were 2188 students enrolled in 12 S.O.A.R. campuses. Ethnicity was diverse with 58% Hispanic Americans, 20% African American, 20% Anglo Americans and others, and 2% Asian. A total of 159 teachers taught in this balanced literacy program, which included reading aloud, shared reading, word study, guided reading, independent reading, and writer's workshops. Results indicated that: (1) 87% of all students showed improvement by advancing one or more reading levels; (2) 37.8% gained one text reading level, 29.3% gained two levels, 12% gained three levels, and 8% gained four of more text reading levels; (3) 525 students began the program below grade level in reading and ended the program at or above grade level; (4) parents were very supportive of the program; and (5) there was overall agreement by S.O.A.R. teachers, principals, and program managers that the students benefited from the intense summer program schedule and the high quality curriculum. Recommendations include monitor the program in 2002 for achievement gains in reading, and improve policies and procedures to maximize teaching and learning. (Contains 9 figures, 7 tables of data, and 11 references; appendixes contain the number of students who attended S.O.A.R. 2001, by school and by area; reading levels; teacher, mentor teacher, and principal comments; S.O.A.R. teacher survey; and mean responses to parent survey by language, 2001.) (RS)

The GEAR UP Austin: Impacting Lives program serves a cohort of approximately 3,369 seventh graders from 10 Austin Independent School District (AISD) middle schools and 28 seventh graders from the Texas Empowerment Academy charter school. More than half of these students come from low-income households, and many are considered at risk. This partnership of the AISD, higher education institutions, businesses, and community organizations focuses on support services designed to increase students achievement and prepare them to enroll in postsecondary institutions on graduation. GEAR UP has experienced some of the familiar successes and challenges of new programs. This first annual performance report provides information on the status of program implementation and serves as an assessment of the extent to which project objectives have been achieved. It also documents outcomes for cohort students. Evaluation findings are consistently positive for the program. Project participants indicated positive perceptions of the GEAR UP project. The project provided students with a reliable source of academic support, with approximately 1,700 students receiving tutoring and 400 attending GEAP UP summer camps. The guidance and counseling component has encouraged students to begin thinking and planning for college. The professional development component provided learning opportunities for teachers, 127 of whom completed Professional Development Academy courses. More than 900 parents attended campus Kick-Off conferences, and 1,098 parents completed a parent needs assessment. Project partners demonstrated their commitment to the project through the donation of their expertise and resources totaling $1,131,366. Recommendations are made for project continuation and improvement. Thirteen appendixes contain information about project participants and supporting organizations. (Contains 8 tables and 13 figures.) (SLD)

Title VI provides federal funds to states under the Elementary and Secondary Education Act of 1965. This document describes Title VI programs and the use of funds in the Austin Independent School District (AISD), Texas for 2000-2001. The AISD allocation of $481,559 was based on the May 2000 projected school enrollment, including projected enrollment in eligible private schools and facilities for neglected or delinquent children. Some funds were rolled forward from 1999-2000 so that a total of $488,490 was allocated to target assistance areas, with a remaining $45,196 allocated for management and evaluation. The following programs were funded by Title VI in the AISD in the 2000-2001 school year: (1) a coordinator of volunteers; (2) AISD library resources; (3) instructional materials; (4) private schools and facilities for the neglected or delinquent; (5) visiting teachers (one full-time and one 30% position); (6) a mathematics specialist; (8) Reading Recovery staff (two positions); (9) management; and (10) evaluation. (SLD)

Parent involvement is a key element of efforts of the Austin Independent School District (AISD) to enhance students' academic and social success. Every AISD campus has a Campus Advisory Council or some other group with parent representation, and schools receiving funds under federal "titles" are required to include parent representation on advisory councils. In the 2000-2001 academic year, 55 AISD campuses used a combination of funds to employ a parent support specialist to provide workshops and other services to parents and community members. This report provides data on several components of AISD's parent involvement program. As part of the evaluation, surveys were completed by 371 administrators, teachers, parent support specialists, other professionals, and classified staff. A survey in English and Spanish was also completed by 4,496 parents. Additional information came from a detailed survey completed by 31 parent support specialists. Data from other evaluation studies added to the picture of parental involvement in the AISD. A review of the data indicates that the AISD is in compliance with Texas Education Agency Standards for parent involvement. Some areas of weakness were identified, including a lack of awareness on the part of teachers of the district's parent involvement policies, operations, and funding sources and a lack of awareness on the part of parent support specialists of certain school district policies. In addition, parents were often unaware of programs and opportunities for involvement. (SLD)

The prekindergarten (pre-K) program is an important part of the systemic effort by the Austin Independent School District, Texas (AISD) to help every student meet the state's student performance standards. In 2000-2001, 41 of the district's schools offering pre-K (79% of all elementary schools) had full-day programs and 17 had half-day programs. A total of 3,441 4-year-olds attended pre-K during 2000-2001. Program effectiveness was determined by gains from pretest to posttest on the English language Peabody Picture Vocabulary Test-III and the Spanish language Test de Vocabulario en Imagenes Peabody, tests that measure knowledge of receptive vocabulary in English or Spanish respectively. Both English-only and Spanish limited-English-speaking students began the school year with lower pretest scores on the Picture Vocabulary Test than in previous years. Seventy-six percent (n=1,553) of all students scored in the average range, or above, at the posttest when tested in their native language. Many changes occurred in length of day and length of year in the AISD in 2000-2001, and consequences of these changes are summarized. In 2001-2002, the same vocabulary tests will be administered to pre-K students to measure growth in receptive vocabulary. The report includes recommendations for the evaluation of the pre-K programs in the 2001-2002 school year. Appendixes list the pre-K programs, summarize vocabulary test scores, and contain teacher responses from the evaluation of the "Prekindergarten Curriculum Guidelines" training. (Contains 15 figures and 11 references.) (SLD)

School finance issues are of paramount concern to all levels of the education system of the Southwestern Region of the United States. As expectations rise for students and teachers to perform at higher levels and for schools to guarantee the success of all students, the question of how best to support this reform through fiscal measures becomes even more critical. This study, conducted by the Southwest Educational Development Laboratory, will examine fiscal resource allocation in relation to student performance in public school districts across this region. It will be designed to answer the following four questions: (1) What are the expenditure patterns over time in school districts across varying levels of student performance? (2) How do improving school districts allocate their financial resources? (3) What allocation practices have improving school districts implemented that they identify as innovative and effective? (4) What barriers and challenges have improving school districts faced in allocation practices? The results of this study will provide state and local decision-makers with information and strategies for improving the allocation of financial resources to support greater student success. Appendix A includes a data-sources matrix, interviewer guidelines, focus-group guide, letter to survey recipients, and sample survey. (Contains 41 references.) (RT)

This report looks at the accomplishments of Children First America, a national advocacy and support group for school choice. Beginning with a single program in Indianapolis, Indiana, in the early 1990s, private voucher programs (PVPs) had grown until, in the 1999-2000 school year, 108 such programs aided students. PVPs, which served 746 students in 1991-1992, now serve more than 100,000 students. More than 97% of these students are economically disadvantaged, and the vast majority are minorities living in the inner city. The amount of assistance provided to families varies widely, but the average amount increased to $1,150 per year in 1999 from $898 in 1997-1998. Academic studies consistently have shown improved test scores and parental satisfaction with choice schools when compared to control groups of students in public schools. PVP families in Arizona, Florida, and Pennsylvania are now aided by state tax credits, enhancing the ability of PVPs to reach and help students. The largest private voucher program, Horizon (San Antonio, Texas), had a demonstrable impact on the public school district from which it drew students. One appendix lists private voucher contact information, and the other lists Arizona Student Tuition Organizations. (Contains 15 figures and 5 tables.) (SLD)

A study involving random assignment of all youth eligible for Job Corps to either a Job Corps program or to a control group was conducted to assess the impact of Job Corps on key participant outcomes. Participants in the study were nationwide youth eligible for Job Corps who applied for enrollment for the first time between November 16, 1994, and December 17, 1995. The study sought to determine the following:(1) how effectively Job Corps improves the employability of disadvantaged participants, (2) whether Job Corps impacts differ for youths with different baseline characteristics, and (3) how effective the residential and nonresidential components of Job Corp are. Findings over the first 4 years after random assignment include the following: (1) Job Corps provided extensive education, training, and other services to the program group and improved their educational attainment; (2) Job Corps generated positive employment and earnings impacts by the beginning of the third year after random assignment and the impacts persisted through the fourth year; (3) employment and earnings gains were found broadly across most subgroups of students; (4) the resident and nonresidential programs were each effective for the youths they served; (5) Job Corps significantly reduced youths' involvement with the criminal justice system; (6) Job Corps had small beneficial impacts on the receipt of public assistance and self-assessed health status, but no impacts on illegal drug use; and (7) Job Corps had no impacts on fertility or custodial responsibility, but it slightly promoted independent living and mobility. (The report include numerous tables and charts, 31 references, and five appendixes concerning the study methodology.) (KC)

A benefit-cost analysis of the Job Corps program compared groups randomly assigned to either enroll in the program or to constitute a control group that did not enroll. Youth who participated in the study were those found eligible for Job Corps nationwide between November 1994 and February 1996. Interviews with participants and the assignment of dollar values to costs and benefits were among the research methods used. Benefits and costs measured included the following: (1) benefits of increased output resulting from the additional productivity of Job Corps participants; (2) benefits from reduced use of other programs and services; (3) benefits from reduced crime committed by or against participants; and (4) program costs and costs of resources used by Job Corps. Benefits and costs were measured from the perspectives of society as a whole, participants, and the rest of society (non-participants in Job Corps). The study's findings indicate that Job Corps is a good investment. The benefits to society exceed the costs of the program by nearly $17,000 per participant, assuming that the observed earnings impacts do not decline rapidly as participants get older. The researchers say evidence from other studies suggests the impacts will persist without rapid decay. The study concluded that Job Corps is a valuable program whose benefits exceed costs over a wide spectrum of student groups and for several areas of society. (The report includes 28 tables and 11 figures.) (KC)

The question of whether the Job Corps's impacts on students' employment and related outcomes differ according to the characteristics of the Job Corps center attended was examined. The study sample consisted of approximately 9,400 program group members and 6,000 control group members who were randomly selected from among the nearly 81,000 applicants nationwide who applied for Job Corps services for the first time between November 17, 1994, and December 16, 1995, and were found eligible for services by February 1996. Study participants were interviewed shortly after their random assignment and 12, 30, and 48 months thereafter. Job Corps impacts were similar for contract centers and Civilian Conservation Centers. Impacts were similar in large, medium, and small centers. The beneficial impacts of the Job Corps program overall were broadly distributed throughout the country and not confined to a few regions. Impacts were similar for centers rated as high-performing, medium-performing, and low-performing centers based on the Job Corps performance measurement system. As expected, outcomes of the program group were better among the high-performing centers. However, so too were the outcomes of the control group who would have attended the high-performing centers. (Twenty-eight tables/figures are included. Eight supplementary tables are appended.) (MN)

The National Job Corps Study is based on a national random sample of all eligible applicants to Job Corps in late 1994 and 1995. The sampled youth were assigned randomly to either a program group whose members could enroll in Job Corps or a control group whose members could enroll in all other programs available to them in their communities. Findings related to delivering services indicated Job Corps centers effectively deliver the planned services called for by the program model and Job Corps provides extensive education, training, and other services. Findings related to making a difference show Job Corps substantially increases the education and training services that youths receive and improves their skills and educational attainment; Job Corps generates employment and earnings gains; employment and earnings gains are found across most groups of students; the residential and nonresidential programs are each effective for the youths they serve; Job Corps significantly reduces involvement with crime; and Job Corps has modest or no impacts on a range of other outcomes. Outcomes regarding whether Job Corps is a good investment whose benefits exceed costs are Job Corps is cost effective despite its high costs; benefits during the study period are modest; benefits should continue; and Job Corps is a good investment. (YLB)

This document is a report on the spring 2001 survey of graduates at San Antonio College (Texas), regarding their academic and overall experience at the institution. Other objectives of the survey include evaluating programs and implementing strategies to improve graduation rates. The college issued 370 surveys to graduates; 360 were returned for a response rate of 97.3%. Findings include: (1) the majority of the respondents expressed satisfaction with their academic experience, knowledge and skill gained, and support received; (2) 98% of the graduates responded that they would attend the community college again and would recommend the institution to others; (3) demographics show that most graduates were female and Hispanic; (4) the top degrees awarded were associate degrees in nursing and network administration; (5) respondents commented positively on the quality of instruction and the overall inviting nature of the college; and (6) some negative comments included insufficient parking, poor food services, and unhelpful counseling. Appendices include a sample survey form, summary statistics in table format, student comments, and comparison of fall 1999 enrollment and college graduates 2001. (MKF)

This comprehensive fact book is part of the institutional effectiveness effort at El Centro College in Texas. It provides extensive information on students, graduation, performance measures, continuing education, faculty, and finances. Report highlights (for fall 2000, unless noted otherwise) include: (1) unduplicated headcount was 4,227; (2) females made up 68% of enrollment; (3) 39% of students were African American, 31% White, 22% Hispanic, and 7% "other"; (4) average student age was 29; (5) only 23% of students were enrolled full time; (6) for academic year 1999-2000, 133 certificates and 370 associate degrees were awarded; (7) 39% of the degrees were in nursing, 15% in liberal arts, and 11% in legal assistance; (8) in fall 1999, El Centro had an 81% course completion rate, comparable to the state's (80%) and higher than the district's (76%); (9) 37% of students earned less than $8,000 per year, and 13% earned more than $27,000; (10) 40% of students reported job-related reasons for attending the school; (11) for academic year 1999-2000, headcount for continuing/workforce education was 10,364; (12) in fall 1999, the college employed 315 faculty, 56% of whom were female and 76% of whom were White; (13) in 1999, 45 faculty members held doctoral degrees and 157 held master's degrees; (14) in 1999, 210 of the faculty members were between 41 and 60 years of age; (15) average salary reported for faculty members in academic year 1999-2000 was $53,049 for males and $48,111 for females, a decline from 1997-1998; and (16) total current funds revenue for fiscal year 1998-1999 was $24,304,542. Contains numerous tables and graphs. (EMH)

This paper recommends replacing the existing U.S. school choice system, which relies on the housing market to ration educational opportunity, with one that creates a level playing field upon which schools compete for students, and students and their parents exercise choice. Section 1 describes the current school choice system, which works well for middle- and upper-income families but fails low-income families. Section 2 examines whether failing schools are to blame, discussing whether the fault lies with the students or the lack of resources at low-performing schools. Section 3 discusses choice outside the housing market, noting various models in use: public school choice, privately and publicly funded vouchers, and tax credits and deductions. Section 4 examines the effects on student performance of school choice, noting that nationwide evidence supports the contention that allowing parents to choose their school improves children's test scores, especially for African American students. Section 5 discusses the effects on public schools of school choice, examining whether choice programs cream the best students, what happens to the test scores of students who remain in public schools, and the effects of choice on public school finance. Section 6 discusses the effects of choice on racial integration. Section 7 examines the effects of choice on teacher pay. (Contains 69 endnotes.) (SM)

This report is the result of a survey conducted by the Northeast College in the Houston Community College System (HCCS) (Texas) to assist students with class scheduling. It will provide the academic offices with information that will allow for more efficiency when scheduling classes and act as a retention strategy by allowing students to have input in the process of determining when classes will be offered for them. Results include: (1) most students at the Northline campus preferred day classes as opposed to evening and night classes; (2) more students preferred classes on Monday and Wednesday morning than other times; (3) the least popular times for students were Tuesday and Thursday afternoons.; (4) the second most popular time selected was Monday, Wednesday, and Friday between the hours of 8 AM and 3 PM; and (5) the majority of students preferred having classes during the day, with less than a third (30%) indicating that they preferred nighttime classes. These data appear to be consistent with other information that the system has collected in the past. However, the lack of current available data for the system makes it impossible to determine whether this "day-night divide" at the Northline campus is in alignment with that of the system as a whole. (JA)

This document describes educational outcomes assessment at Austin Community College (ACC) in Texas, identifying three levels: (1) classroom; (2) course or program; and (3) institutional. ACC's assessment process provides information to enhance the quality of teaching and learning as well as the quality of services offered in support of these goals. The process consists of five steps: (1) stating purpose; (2) identifying outcomes; (3) assessing outcomes; (4) implementing improvements; and (5) stating impact. The author argues that there may be a tendency to create outcomes that describe instructional activities (goals) rather than student learning (outcomes). At a minimum, outcomes statements should describe student behaviors and products that faculty would accept as evidence that learning was achieved. Goals provide the context for outcomes. The author suggests processes by which outcomes can be identified and developed. Among these are the following: make sure there is a linkage between college mission and that of the unit, as well as a linkage between a unit's purpose and the outcome of the program; use faculty discussion sessions and/or surveys to determine unit outcomes; and collect and review outcomes from similar programs and external sources. (NB)

This is a report on indicators of success in achieving community college goals at El Centro College (Texas). The report provides statistics from 1997-2000 and focuses on the progress of nine goals: (1) institutionalizing service beyond expectation--according to student satisfaction surveys, campus changes that have occurred between 1996 and 1999 have had very positive results; (2) implementing the agreed-upon program/discipline mix for the college--many of the recommended actions from 1998 have been completed or are nearly completed; (3) building the transfer component of the college through steps like teacher training and learning communities--the report indicates that while the numbers of educational personnel course sections are holding steady, enrollment is increasing; (4) infusing cultural competency throughout the organization--between summer 1999 and spring 2000, a number of multicultural courses were offered; (5) supporting technology acquisition and faculty/staff training--nearly 50 software courses were offered during fall 1999 and spring 2000; (6) developing an ongoing process for institutional effectiveness; (7) developing and enhancing workforce development initiatives; (8) implementing the college's marketing plan; and (9) developing an ongoing process for enrollment management. The last four goals are being implemented successfully. Contains various tables and charts. (MKF)

This booklet summarizes findings from Just for the Kids' recent examination of promising practices in Texas Schools. It focuses on those schools that served disadvantaged students yet had high performance over 3 years. The key focus of Just for the Kids is on the students. Schools break down the goals of school reform into manageable chunks, constantly reviewing individual data and examining what can be done for each child. Issues of teacher and teaching quality are critical, and the schools are very grounded in research-based instructional practices. Five strategies common to all of the high-performing schools are: take initiative, make no excuses, and strive for success; develop and execute a clear strategy for improvement; continuously assess progress and intervene immediately when students or teachers are struggling; make high-quality teaching and research-based instructional practice the top priority; and collaborate both inside and outside the schools. Descriptions of sample elementary schools are included. (SM)

The implementation of corrective action to improve low-performing schools and school districts has varied across the nation from verbal reprimands to state and private takeover. Currently, 34 states have formal plans for corrective action. Although little evaluation of the effectiveness of these actions on improving student and school performance has occurred, some evidence indicates a positive impact on student performance. Accountability mechanisms include school and district report cards, the use of achievement test data, and attendance and dropout rates. Low-performing schools can receive various types of aid from state or outside sources. Sanctions can range from reconstitution to school/district takeover by the state or by a private entity. The following should be considered when establishing corrective action: strong leadership at the school site is essential; successful rebuilding appears to require a very clear break with past practices; high expectations and collective responsibility for student learning must be of central importance in the rebuilding effort; professional development and capacity-building are the keys to success; and the role of the district and state leadership is pivotal in determining the success of reconstituted schools. The report concludes with three tables characterizing corrective action mechanisms, assistance, and sanctions in practicing states. (RT)

Mature and relatively less mature learning communities are examined in this paper to uncover the role shared values and vision have played in professional learning community development. It provides an overview of a 5-year, national study examining how professional learning communities within schools are created; a report of findings gathered from principals and teachers in 18 schools after 1 year of implementation of a school vision; and a description of an explanatory framework that describes the main components involved in developing school vision. Results show that incorporating shared leadership, shared vision, collective learning, supportive conditions, and shared personal practice within the professional learning community is important for student success and school improvement. It is critical to understand that the emergence of a strong, shared vision based on collective values provides the foundation for informed leadership, staff commitment, student success, and sustained school growth. Visionary leadership combined with shared and collaborative strategies provide support for faculty to invest time and effort needed to create the school vision. The information revealed in this paper provides insights for schools as they work to create a shared vision based on collective values for establishing professional learning communities. (Contains 24 references.) (RT)