Delaware Education Research and Development Center
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The University of Delaware Education Research & Development Center conducts high quality research and human service evaluations. Since 1993, the Center has served as a bridge from the university to the wider community. The center operates in partnership with its clients, which include educational institutions, non-profit groups, foundations, and local, state and federal government agencies. Its work encompasses program and organizational evaluation, policy analysis, and research.
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Item School-Based Management(Delaware Education Research and Development Center, 1996-02) Noble, Audrey J.; Deemer, Sandra; Davis, BetsyShared decision making (or school-based management) has become a centerpiece of efforts across the nation to improve America's schools. This policy brief considers three questions in light of current research and practice of SBM: 1) What are the ideals and assumptions that underlie this form of governance structure? 2) What are the enabling conditions and barriers involved in its implementation? 3) What are the research findings of its effects on schools?Item Shared Decision Making(1998-01) Noble, Audrey J.Item Class Size(1998-03) Noble, Audrey J.The issue of class size is a focus of recent policy initiatives. At the national level, President Clinton's State of the Union Address and the propsed FY '99 budget both call for reduced class size in America's public schools. In his 1998 State of the State address Governor Carper also proposed a reduction in class size in the core academic areas - capping class size at 22 students in elementary and 28 at the middle and high school levels.Item Discipline(1998-09) Giancola, SusanItem Evaluation Results of the Delaware Challenge Grant Project Lead Education Agency: Capital School District(Delaware Education Research & Development Center, 1999-08) Giancola, Susan; Noble, Audrey J.; Ratkiewicz, Kevin J.Item Findings of the 1999 Plain Language Field Test Inclusive Comprehensive Assessment System(Delaware Education Research & Development Center, 1999-11) Brown, PamelaItem Retention(2000-01) Noble, Audrey J.Item Findings of the 1999-2000 Screen Reading Field Test Inclusive Comprehensive Assessment System(Delaware Education Research & Development Center, 2000-03) Brown, Pamela; Augustine, AndrewThe purpose of this research study was to determine if assessment items administered using screen reading software measure student learning better than assessment items in a paper and pencil format. Using a computer to present a test orally controls for standardization of administration and allows each student to complete the assessment at his/her own pace.Item Mentoring Students(2000-04) Banicky, Lisa; Noble, Audrey J.Research on student mentoring reveals benefits for students, schools, and mentors. Barriers to effectively implementing mentoring programs include difficulty recuriting and retaining mentors, cost of programs, and inadequate social services to address the multi-faceted needs of students.Item 1999 Statewide Poll on the Condition of Education in Delaware(Delaware Education Research & Development Center, 2000-04) Brown, Pamela; Banicky, LisaEach year the Delaware Education Research and Development Center (R&D Center) of the University of Delaware conducts a telephone poll questioning citizens and educators on their impressions regarding the condition of education in Delaware. This report summarizes the results for the statewide poll conducted in the fall of 1999.Item Summary of the Findings of the 1999-2000 Screen Reading Field Test Inclusive Comprehensive Assessment System(Delaware Education Research & Development Center, 2000-05) Brown, Pamela; Augustine, AndrewItem Synchronizing the Accountability Clocks: A Policy Study of Delaware's Student Accountability Plan(Delaware Education Research & Development Center, 2000-05) Noble, Audrey J.; Banicky, LisaThis policy study of Delaware’s student accountability initiative uncovers conflicting ideologies of those effecting, and those affected by, the state’s education reform efforts. These varied understandings of what systemic change involves, and consequently how long it should take, are weighty issues. They have driven, directly or indirectly, much of the state’s past, as well as its current policymaking: its laws, its regulations, and its local policies. This study explores these differing views and some of the policies and programs that have subsequently evolved. Most importantly, the study examines the path Delaware has taken over the past ten years as influenced by various interpretations of time and where the state is in its progress toward systemic education reform.Item Alternative Schools(2000-05) Banicky, LisaProviding severely disruptive and expelled students with an alternative setting for learning has become an increasingly populare strategy for improving school safety and creating an atmorsphere where learning can occur. As a result of the Comprehensive School Discipline Improvement Program, established by Delarware HB 247 in 1993, severl alternative education schools have been created for students expelled from regular school or subject to expulsion, and others who have seriously violated local school district discipline code.Item Navigating Accountability: Delaware Schools' Response to the State's Student Accountability Plan(Delaware Education Research & Development Center, 2000-07) Noble, Audrey J.; Banicky, Lisa; Siach-Bar, YaronThis report represents the first year of a three-year case study that explores how schools and educators are responding to the Delaware Student Accountability Plan. It provides an insiders’ view of the accountability plan and uncovers schools’ reactions to highstakes accountability.Item The First-State Instructional Resource System for Teachers (First): A Web-Based Professional Development System(Delaware Education Research & Development Center, 2000-08) Brown, PamelaThis report is a summary of the evaluation findings of the First-State Instructional Resource System for Teachers (FIRST). FIRST is designed to be an innovation combining database and video technologies with best practices in professional development. The key components of this innovation include 1) a professional development module focused on building understanding of the "big ideas" as well as effective teaching and learning strategies focused on the conceptual content of the Delaware Content Standards, and 2) video taped vignettes of Delaware teachers engaged in high quality instructional practice appropriate for addressing these standards.Item Transition Services Quality Management (TQM) Project Year Four Interim Evaluation(Delaware Education Research & Development Center, 2000-09) Brown, Pamela; Giancola, SusanThis interim evaluation examined how parents of children with disabilities view the progress and direction of the Transition Services Quality Management (TQM) initiative. Delaware’s TQM Project is a joint initiative co-sponsored by the Delaware Department of Education and the Delaware Division for Vocational Rehabilitation. The intent of the TQM Project is to enhance the provision of services to Delaware’s students with disabilities as they transition from secondary school into either the workforce or higher education.Item Certificates of Educational Attainment for In-School Youth: Acceptability and Feasibility(Delaware Education Research & Development Center, 2000-09) Eisenman, Laura; Brown, Pamela; Minor, MichaelTying academic diplomas to high stakes assessments raises concerns that some high school students who do not perform well on standards-based tests may leave school without academic credentials, or they may choose to drop out rather than receive only a certificate of attendance. Local educators proposed addressing these concerns by capitalizing on the potential overlap between K-12 and adult education academic standards. It was hoped that by using an established adult education certification process (CEAs) to document students' increasing academic skills at multiple points in their high school careers, students might be more motivated to stay in school and continue to pursue a diploma. Because little was known about the potential benefits and consequences of instituting such a use of CEAs within the current K-12 system of standards and accountability assessment, this study addressed two major questions. 1)Did students, parents, teachers, and school administrators consider CEAs to be an acceptable method for documenting student achievement and progress on the Delaware Content Standards? 2)How feasible was it for school staff to gather and evaluate CEA assessment materials? the concept of CEAs for in-school youth generated positive comments from Students, parents, teachers and administrators. However, participants identified problems with feasibility and raised concerns about implementation contexts and target groups.Item Opportunity to Learn(2000-10) Banicky, LisaItem Transition Services Quality Management (TQM) Project Year Four Evaluation(Delaware Education Research & Development Center, 2000-10) Brown, Pamela; Giancola, SusanThis evaluation examined how parents of children with disabilities and educators view the progress and direction of the Transition Services Quality Management (TQM) initiative. Delaware’s TQM Project is a joint initiative co-sponsored by the Delaware Department of Education and the Delaware Division for Vocational Rehabilitation. It is important to note when reviewing the results that almost half of the parents reported not being involved at all with transition services planning over the past four years. The intent of the TQM Project is to enhance the provision of services to Delaware’s students with disabilities as they transition from secondary school into either the workforce or higher education.Item Evaluation Results of the Delaware Challenge Grant Project Lead Education Agency: Capital School District(Delaware Education Research & Development Center, 2000-10) Giancola, SusanIn 1995, the U.S. Department of Education awarded a five-year Technology Innovation Challenge Grant (TICG) to the Capital School District in Dover, Delaware. This report details evaluation findings from the five years of Delaware’s TICG implementation. The Delaware Challenge project targets elementary school students and employs Lightspan educational software in the classroom on desktop computers and at home on Sony Playstations. The primary focus of this five-year evaluation is to provide information regarding how well the project has met its primary goals: 1. generating more time for learning; 2. increasing parent involvement in their child's education; 3. providing professional development for teachers and other school staff; 4. providing equitable access to technology and the information infrastructure; and 5. improving student learning.