Lawrenz, FrancesHuffman, Douglas2012-11-152012-11-151999-01https://hdl.handle.net/11299/139152Although the ultimate goal of teacher enhance projects is to improve student outcomes, the causal path from teacher enhancement projects to changes in student outcomes is difficult to verify. Therefore this evaluation was designed to examine the long term effects of a teacher enhancement project on classroom activities and student outcomes at five different schools through case studies. The longitudinal approach is necessary to determine not only what happens initially but what remains after the funding and “newness” wears off. The enhancement effort was part of the Scope, Sequence and Coordination Project (SS&C) and consisted of two summer workshops, during the year contact, and curricular materials matched to the instructional philosophy presented at the workshops. The measure of persistence is the effect of the teacher enhancement on the schools, as demonstrated by teacher classroom performance and achievement of ninth grade students year after year. This report presents information gathered over four years, 1995-1998, from the five teacher enhancement sites.en-USsciencescope and sequenceprofessional developmentReport