A r c h i v e d  I n f o r m a t i o n

Introduction

Evaluation of the Dwight D. Eisenhower Mathematics and Science Regional Consortiums Program: First Interim Report Regional Consortiums Program discusses the role of the Eisenhower Regional Consortia as envisioned by Congress and the U.S. Department of Education, and describes the early operations of the Consortia. The findings presented are based on the first, descriptive phase of an on-going, Congressionally-mandated evaluation (P.L. 103-382, Title XIII, Part C, Section 13306), conducted by SRI International for the U.S. Department of Education, with Policy Studies Associates, Inc., and the Council of Chief State School Officers (CCSSO) as subcontractors. The second interim report and the final report, available in 1997 and 1998 respectively, will address the quality and effectiveness of Regional Consortia services.

This study is part of a larger evaluation effort by the Department to examine the contributions of both the Eisenhower Mathematics and Science Education State Curriculum Frameworks Projects and Eisenhower Regional Consortiums Program to systemic reform and improvement in math and science education. The Eisenhower evaluation is being conducted in collaboration with the National Science Foundation's (NSF's) evaluation of its Statewide Systemic Initiatives (SSI) Program and the study of State curriculum frameworks in math and science by CCSSO. The purpose of this collaboration is to develop a more comprehensive perspective across education reform efforts, as well as to avoid duplication of efforts.

Background

The Eisenhower Regional Consortiums Program was authorized by the Elementary and Secondary Education Act (ESEA) of 1965, as amended by the Dwight D. Eisenhower Mathematics and Science Education Act (Title II, Part A, Subpart 2). The legislation defined the purpose of the Consortia as disseminating exemplary instructional materials for math and science education and providing technical assistance to schools and teachers. In its solicitation for applications, the Department also emphasized the role of the Consortia in supporting systemic reform, as well as the importance of coordination with the Eisenhower National Clearinghouse and collaboration with teachers, SSI, and others involved in systemic reform. The Department awarded three-year grants through September 30, 1995 for the 10 Regional Consortia. The interim evaluation report examines the Consortia during this period. Subsequently, the Department has made new five-year awards under 1994 ESEA reauthorization (Title XIII, Part C).

Findings

The report discusses the efforts of the Consortia to build working relationships and develop their own niche, within the broad mandates from Congress and the Department and given the many players and activities already underway in the regions when the Consortia began. The report points out that many of the initial Consortia's efforts have focused on process, such as convening meetings, as they have attempted to establish an active role in reform.

The evaluation identified six principal categories of Consortia activities:

• Professional development: The Consortia both provided their own professional development and supported professional development conducted by others. Although this professional development included both long-term and short-term activities, the evaluation found a greater tendency to cover breadth than depth. Typically, the Consortia provided little direct follow-up support. However, the evaluation found some examples of successful leveraging of follow-up support by the Consortia.

• Support for State teams and regional networks: Convening groups and building State and regional networks were major activities of the Consortia. They provided funding and staff support and facilitated meetings. In some cases, the groups collaborated on projects; in others, the focus was on the actual process of forming the group.

• Task-specific assistance: The Consortia have provided individual services to State and regional groups and to some school districts and schools, including assistance to Eisenhower State Curriculum Frameworks and SSI projects. The Consortia have used this opportunity to showcase what they have to offer and to build working relationships. Some of the Consortia services have focused substantively on math and science education, such as work on curriculum frameworks, instructional practices, and assessment. However, much of the task-specific assistance from the Consortia has focused on process, such as facilitating meetings and helping to plan projects.

• Dissemination: Although dissemination was a central feature of the mandate from Congress and the Department, dissemination activities represented a relatively small part of Consortia resources. The Consortia have worked together to identify and disseminate examples of promising practices in math and science education. They have used technology to develop electronic databases and establish technology demonstration sites in collaboration with the Eisenhower National Clearinghouse. In addition, the Consortia have produced and disseminated their own newsletters and a small number of other products.

• Purchasing materials and equipment: To support school efforts to improve math and science education, the Consortia have provided funds to purchase materials and equipment, including computer hardware, software, and accounts for access to the Internet. Although information is limited on the use and impact of this activity, it appears to benefit very small numbers of people in few sites.

• Networking among the Consortia: Directors began meeting early on to develop a national network among the Consortia and the Eisenhower National Clearinghouse to support education reform in math and science. Much of the collaboration has focused on working with the Clearinghouse to identify and disseminate information about promising practices.

Copies of the report, as well as the Evaluation of the Dwight D. Eisenhower Mathematics and Science State Curriculum Frameworks Projects: First Interim Report State Curriculum Frameworks, can be obtained from the Planning and Evaluation Service, Office of the Under Secretary, U.S. Department of Education, 600 Independence Avenue, S.W., Room 4162, Washington, DC 20202-8240.

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Last update September 1996 (swz).