Center for Applied Research and Educational Improvement
This is the culminating report of an in-depth, six- year study of science education reform. The
reform included teacher enhancement activities as well as curricular materials and was designed
to help science students achieve the National Research Council’s Science Standards (NRC,
1995). The longitudinal evaluation project was quite complex, used several data gathering
methods and sources, and produced several reports and articles. The evaluation effort had two
major components. The first component was designed to compare students who had
participated in the reform effort with students from the same site who had not participated in the
reform. The second component was to follow a subset of the sites to identify the long-term
effects of the reform effort. For all six years of the evaluation effort both qualitative and
quantitative data were gathered from principals, teachers and students through extensive site
visits and assessment of student outcomes. The purpose of this report is to summarize and
condense the findings from the subset sites. It presents the data gathered throughout the course
of the evaluation effort by discussing the data from all of the sites as a set and by providing
detailed information about each site individually. Furthermore the data are synthesized into a
theoretical model for teacher enhancement and curricular implementation, and
recommendations for future implementation and evaluation efforts are provided.
This evaluation was supported by a grant from the National Science Foundation
Lawrenz, Frances; Huffman, Douglas; Lavoie, Beth.
Evaluating the Long Term Effects of Teacher Enhancement: Final Report (2001).
Center for Applied Research and Educational Improvement.
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