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Download full textCraig, James R.; Kacer, Barbara A. – 2000
One of the diagnostic tools used in the evaluation of programs implemented under the Kentucky Education Reform Act (KERA) (1990) is the Innovation Configuration Component (ICC) Map, designed to specify the key elements associated with an innovation and to define what "use" means in the context of implementing an innovation. This study…
Descriptors: Academic Achievement, Achievement Gains, Ancillary School Services, Educational Innovation
Wolf, Shelby; Borko, Hilda; McIver, Monette; Elliott, Rebekah – 1999
This report follows two elementary and two middle schools in Kentucky where educators not only talked about what they needed to do to meet the needs of the state's educational reform program, but also acted on their ideas, creating a "no excuses" atmosphere. Images of reform suggest that resource decisions are often based on human…
Descriptors: Case Studies, Cooperation, Educational Change, Educational Environment
Kacer, Barbara A.; Craig, James R. – 1999
The Kentucky Institute for Educational Research has created six different Innovation Configuration Component (ICC) maps that describe the implementation of educational reforms in Kentucky in the context of the Kentucky Educational Reform Act. As part of a general study of progress toward educational goals in Kentucky, an investigation was…
Descriptors: Academic Achievement, Educational Change, Educational Research, Educational Technology
Lewis, Anne C. – 2002
This paper describes Louisville, Kentucky's Community Accountability Team (CAT), which promoted parent and citizen involvement in school reform. It was unique to the Jefferson County Public Schools (JCPS), a large, urban district, and represented a strategy in a rapidly building national movement to make education more transparent and accountable…
Descriptors: Academic Achievement, Accountability, Black Students, Educational Quality
Peer reviewedFaulkner, Shawn A.; Cook, Christopher M. – RMLE Online: Research in Middle Level Education, 2006
As a result of the pressures of educational reform and high-stakes assessment, some schools run the risk of foregoing active, student-centered learning activities for building test-taking skills and the memorization of discrete facts (Gredler, 1999; Jackson & Davis, 2000). Coupled with the additional pressure to fulfill the expectations of…
Descriptors: Educational Strategies, Federal Legislation, Educational Philosophy, High Stakes Tests
Jefferson County Public Schools, Louisville, KY. – 1994
In 1988, the Jefferson County Public Schools, in Louisville (Kentucky), received an initial planning grant from the Program for Student Achievement of the Edna McConnell Clark Foundation to focus on three "highs" in education--high content, high expectations, and high support. The school district chose three middle schools to participate…
Descriptors: Academic Achievement, Disadvantaged Youth, Educational Change, Educational Planning
Wheelock, Anne – 1994
In Louisville (Kentucky), the design and effort that foster educational changes are yielding rewards in three of the district's middle schools, participants in the High Project. The High Project, which began in 1989 with the support of the Edna McConnell Clark Foundation, attempts to provide high expectations, high content, and high support for…
Descriptors: Disadvantaged Youth, Educational Change, Educational Planning, Educationally Disadvantaged
