Case Study 2012: Nevada
Case Study 2012: Alaska
Texas TIP Year 3 Final Report
Texas TIP – TAPP Overview
In 2003, ED awarded $15 million in multi-year, evaluation grants to 9 states, including Arkansas, Iowa, Maine, North Carolina, Pennsylvania, Tennessee, Texas, West Virginia, and Wisconsin. The studies conducted scientifically-based research on how technology impacts student achievement in elementary and secondary education. Final reports were published in 2007.
The Technology Immersion Pilot (TIP), is a one to one initiative supported by extensive on-going professional development for teachers and administrators. Miiddle schools implementing the program demonstrated that discipline referrals went down by over ½ with the changes in teaching and learning; while in one school, 6th grade standardized math scores increased by 5%, 7th grade by 42%, and 8th grade by 24%.
Wisconsin – TAPP – Full Results
This document provides the full evaluation results of the Wisconsin, Evaluating States Educational Technology Programs research project.
West Virginia – Ed Pace Online Second Language Course – TAPP Overview
In 2003, ED awarded $15 million in multi-year, evaluation grants to 9 states, including Arkansas, Iowa, Maine, North Carolina, Pennsylvania, Tennessee, Texas, West Virginia, and Wisconsin. The studies conducted scientifically-based research on how technology impacts student achievement in elementary and secondary education. Final reports were published in 2007.
In West Virginia, EdPace provided students with an online course for second language instruction. This online course was managed by a certified instructor and on-site support staff. Students receiving access to on-line foreign language courses performed at least as well as those in face-to-face versions of the classes, providing comparable high quality instruction for those in rural areas who otherwise would not have access to such course.
West Virginia Technology Model School – TAPP Overview
In 2003, ED awarded $15 million in multi-year, evaluation grants to 9 states, including Arkansas, Iowa, Maine, North Carolina, Pennsylvania, Tennessee, Texas, West Virginia, and Wisconsin. The studies conducted scientifically-based research on how technology impacts student achievement in elementary and secondary education. Final reports were published in 2007.
The West Virginia Department of Education established the Technology Model School (TMS) initiative which is designed so that all teachers and administrators will be proficient in the implementation, use, and integration of technology. The program’s focus is on having a Technology Integration Specialist (TIS) in a school(s) who will provide and/or coordinate appropriate professional development activities for all teachers and administrators.
Pennsylvania eSPARC – TAPP Overview
In 2003, ED awarded $15 million in multi-year, evaluation grants to 9 states, including Arkansas, Iowa, Maine, North Carolina, Pennsylvania, Tennessee, Texas, West Virginia, and Wisconsin. The studies conducted scientifically-based research on how technology impacts student achievement in elementary and secondary education. Final reports were published in 2007.
The evaluation of Student and Parent Access to Refurbished Computers (SPARC) was an experimental study designed to assess the impact of providing refurbished home computers, Internet access, and technology-related technical assistance to fifth grade students. The treatment group households received a donated refurbished computer with Internet access. Impact data found that treatment students were more likely than their control counterparts to report using computers for recreational and school-related purposes. They were also more likely to report stronger computer skills than control students. SPARC intervention resulted in greater parental involvement for specific interactions that required computer and/or Internet use.
North Carolina IMPACT – TAPP Overview
In 2003, ED awarded $15 million in multi-year, evaluation grants to 9 states, including Arkansas, Iowa, Maine, North Carolina, Pennsylvania, Tennessee, Texas, West Virginia, and Wisconsin. The studies conducted scientifically-based research on how technology impacts student achievement in elementary and secondary education. Final reports were published in 2007.
The North Carolina IMPACT model involves using technology in the teaching of core curricular areas to improve student achievement, utilizing technology coaches and mentors for on-going professional development, as well as learning 21st Century Skills. The program was implemented in several high poverty elementary and middle schools. In the four year study, students in the high need schools that received the IMPACT program have demonstrated that they are 33% more likely to improve one full grade level each year than the control/comparison schools. Student achievement is consistently higher in the IMPACT schools, and teacher retention is 65% higher with this program. College-going rates in Greene County High School, with a modified IMPACT model, increased from 26 to 84% in five years.