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What Is the Star Schools Program?
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Launched ten years ago', the Star Schools program was intended to provide valuable curriculum content and
professional development for students 'and teachers who WQuid not otherwise have access to such opportunities. Today,
the Star Schools program provides quality, cost-effective instruction through distance education technologies to more than
2,000,000 learners annually in every state and the U.S. territories. Although the original program's intent was to meet the
,needs of small, rural schools, the program has provided opportunities for students in large urban and metropolitan '
communities to a/so benefit from the courses, curriculum modules, and electronic field trips which previously were not
available. Specifically, the purpose of the program is to encourage improved instruction in mathematics, science, foreign
lar.:lguages, and other subjects, such as literacy skills and vocational. education, and to serve traditionally underserved
popUlations, including disadvantaged, illiterate,and limited-English proficient persons, and individuals with disabilities
through the use of distanceleaming technologies.
Over the past several years, as new and emerging technologies have developed, the Star Schools program has
. similarly evolved and provided opportunities·forstudentsand teachers to explore with a variety of media. As a result of
the Star Schools program, schools were equipped with satellite dishes that afforded many remote communities with
access to courses which otherwise were not avaiJable. The influx of multimedia computers with CD-ROM and the
resurgence',of videodisCs prompted a, new generation of curriculum ma,erials, which were also supported by the Star
.Schools program. New fiber optic and cable systems were also supported through the program as educators found
alternativesa:nd complements to the satellite networks that continued to grow. Current advanced telecommunications and
the growing convergence of satellite and Internet technotog~es are such that today's Star Schools projects'are likely to use
any or all of these capabilities, primarily choosing delivery systems in such a way as to ensure that potential reCipients can
access'services. The. Star Schools program'uses multiple technologies and both synchronous and asynchronous
schemes to work with their customers. Now at the dawn of a new century, the program continues to evolve in response to
advances in computing and telecommunications technologies.
But more importantly, the Star Schools program is about effective teaching and learning for all stUdents.
. Technology is used by Star Schools grantees to support education reform and ensu(e that challenging content, ambitious
pedagogy and engaged learning are a part of today's classroom experience for their customers, and that teachers have
the support they need to do their job well.
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Examples of linking reform models with distance learning technologies are evident in several projects across the .
country. The Mountain Plains Distance Leaming Partnership has developed a virtual campus 10 serve the Native
American populations of Utah, Wyoming, Colorado, and Montana through a digitalATM microwave system .. Teachers are
trained and empowered to design and deliver interactive multi-media curricula to remote communities that have .
traditionally lacked access to many educational opportunities~ The Juvenile Justice Distance Learning Consortium's
Safety-Net project provides access to programs and materials to incarcerated juvenile offenders and their teachers in
Florida, New York, and Texas to enable them to meet their "just-in-time" learning and teCiching needs and interests. By
combining satellite, cable, and access to Intemet resources, new avenues are opened to students to motivate, challenge,
and prepare them for the future ,as educated and productive citizens, and to encourage them to take responsibility for their
own education. The Satellite Educational Resources Consortium (SERC),a consortium of 14 public broadcasting stations
and state departments of ed ucation, 'provides curriculum-based multiple media ma'terials on demand by digitizing extensive video archives within the public broadcasting inventory and through the development of new curricula. These
examples represent efforts designed to reach traditionallyunderserved populations and to transform the traditional
instructional model of the past into an active-learner, collaborative-based model for the 21 st century.
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As new technologies continue to emerge and emphasis is placed on ensuring that the needs of an 'increasingly
diverse population are met, educators are faced with the ch~lIengesoffered by new research that suggests the need for
new strategies for improving student learning. For example, research suggests that increasing our expectations for
students'comprehension of mathema1ics in the middle grades is essential to boosting student achievement and getting
more students on the road to challenging college preparatory mathematics and science courses. Tne recent Third
International Mathematics and Science Study (TIMSS) and other related research indicate that America's schoolchildren
successfully acquire basic science and mathematics skills at the 4th grade but fall behind their international peers between
the grades ~f four and eight. By the 12111 grade, U.S. students' relative standing declines even further in both mathematics
and scienCe, even among our most advanced students.
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To successfully teach more rigorous curricula in all content areas, middle school teachers mustenter the
classroom with extensive content knowledge and on-going professional development opportunities that link them to their
peers and to otherswith experience in the content that they are teaching. However, teachers rarely have the opportunity
to participate in on-going learning communities and in-depth study of the subject field through professional development
(only 33.7 percent of teachers report participating in in-depth study of their subject field within the past year, 1994 Schools
and Staffing Survey). Moreover, particularly in the fields of mathematics and science, nationally 28 percent of high school
mathematics teachers and 55 percent of high school physics teachers neither majored nor minored in their discipline, and
the statistics are even more severe in high poverty schools.
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High quality, large- scale distance learning programs have the potential to make a substantial impact on these
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critical areas of concern. The Star Schools program is seeking bold, new ideas that can be sustained, after federal funding
ends and used widely throughout the United States. Critical to sustainability is not just the demoflstration of. an idea, bot
also the quantitative and qualitative evaluation of the degree to which the idea is implemented and its impact on student
, achievement as well as teacher competencies.
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Building on the capacity of the Star Schools program to enhance learning opportunities across boundaries while
fostering systemic reform and linking to standards-based efforts at the local and state levels, four themes emerge as
critical components of applications in this year's Star Schools competition:
Emerging technologies. Communities of learners in the 21 st century will rely on a variety of technologies to
ensure that students of various ability levels and diverse backgrounds benefit from the new learning paradigms and
applications that emerge as new technologies become available. The Star Schools program will continue to provide
opportunities for the traditionally underserved populations to gain access and reduce the digital divide, which separates
many of our learners and schools today. Successful distance learning programs must ensure that they reach
'underserved populations. To make certain that greater numbers of students and teachers can participate in distance
.learning programs, well-designed projects will consider ways to impact more students through large-scale implementation
and will ensure" that the' technology requirecf can be widely u'sed.
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Challenging content. Distance learning technofogiesoffer not only the opportunity to deliver traditional
, instruction in new ways, they also makeavaUable entirely new and more challenging content and instruction. For
. example, new technologies allow students to develop and share mathematical models and simulations or share examples
of students' written work over distance.
Quality teacher training. Increasingly. research suggests that effective professional developmentfocus on
subject matter knowledge and how students learn. Por example, in the area of mathematics and science, a Star Schools
project might provide ~raining for teachers of middle school students to ensure that the teachers have the requisite
expertise in the content to prepare their students for more advanced mathematics and science courses at the high school
level. Thus middle school teachers would be provided courses through distance education to deepen their understanding
of fundamental concepts and strategies 1heir students must master.
o:ngorousevaluatiol'[:) IUs critical that projects understand and learn from these efforts and share with other
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projects about theiL~"xp-~ri~fl~ wi~new technologies. challenging applications, and teacher training efforts. A strong
~ruatjo~\yhich-employs-both."qualitativaal)d]fiIanti~!iveilDaly_se5jDclijajrrg-Qutcoi1Jfi_rne"asuresJo~assess~tt:i~fTl'J?a~!=~~
(teactTIDg_an~:[stua~F!!~I~~min9)from the beginning of the project throughout its operation will guide the project and provide
a broad perspective on lessons learned from these new technologies. .
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.Who Can Apply for a Star Schools· Grant?
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The Star Schools program provides the opportunity for a host of entities to form a telecommunications partnership,
which may be eligible to apply forfunding. However, at least one.local educational agency must participate in the
proposed project. and eligible telecommunications partnerships must be organized on a statewide or multistate basis.
There are two types of eligible entities that can apply for Star Schools funds. Eligible entities include:
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(a) A public agency or corporation that represents the interests of elementary and secondary schools that are
eligible to participate in the 'program under part A of title I of the Elementary and Secondary Education Act of
'1965, as amended by P. l. 103 - 352 (ESEA); or
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(b) A partnership that will provide telecommunications services and includes three or more of the following entities.
At least one of which shall be an agency described in (1) or (2):
(1) A local educational agency that serves a significant number of elementary and se~ondary schools that
are eligible for assistance under part A of title I of the ESEA or elementary and secondary schools
.operated or funded for Indian children by the Department of the Interior eligible under section .1121 (c) of
the ESEA;
(2) A State educational agency;
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(3) Adult and family education programs;
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(5) A teacher training center or academy which provides teacher preservice and inservice training, and
receives Federal financial assistance or has been approved by a State agency;
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(6) A public or private entity with experience and expertise in the planning and operation of a
telecommunications network, including entities involved in telecommunications through satellite, cable,
telephone. or computer; or a public broadcasting entity with experience of this type; or
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(7) A public or private erementary or secondary school.
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What Are the· Required Activities?
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Statutory Requirements:
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To receive a grant under this program, applicants may propose support for the following:
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(1) the development, construction, acquisition, maintenance and operation of telecommunications facilities and
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(2) the development and acquisition of live, interactive instructional programming;
(3) the development and acquisition of preservice and inservice teacher training programs based on established
research regarding teacher-to-teacher mentoring, effective skill transfer, and ongoing, in-class instruction;
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(4) the establishment of teleconferencing facili1ies and resources for making interactive training available to
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_(5) technjcal assistance;
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(6) and the coordination of the design and connectivity of telecommunications networks to reach the greatest
number of schools.
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Applicants Must:
(1') describe how the proposed project will assist in achieving the National Education Goals, how the project will
assist aI/ students to have an opportunity to learn to challenging State standards, how the project will assist
State and local educational reform efforts, and how the project will contribute to crea1ing a high quality system
of lifelongleaming;
(2) describe the telecommunications facilities and equipment and technical assistance for which assistance is
sought which may include-
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(A) the design, development, construction, acquisition, maintenance and operation of State or multistate
educational telecommunications networks and technology resource centers;
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(8) microwave, fiber optics, cable, and satellite transmission equipment or any combination thereof;
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(E) production facilities;
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(F) other telecommunications equipment capable of serving a wide geographic area;
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(G) the provision of training services to instructors who will be using the facilities and equipment for which
assistance is sought including training in using such facilities and equiprnEmt and traini'ng in integrating the
program into the .classroom curriculum; and
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(H) the development of eduCational and related programming for use on a telecommunications network;
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(3) in the case of an application for assistance for instructional programming. describe the types of programming
which will be developed to enhance instruction and training and provide assurance that such programming will
be designed in consultation with professionals (induding classroom teachers) who are experts in the applicable
subject matter and 'grade level;
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(4) describe how the eligible entity has engaged in sufficient survey and analysis of the area,to be selVed to ensure
that the services offered by the. eligible entity will increase the availability of courses of instruction in English,
. mathematics, science, foreign languages, arts, history, geography, or other disciplines;
(5) describe the professional development policies for teachers and other school personnel to be implemented to
ensure the effective useofthe telecommunications facilities and equipmentfor which assistance is sought;
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(6) describe the manner in which historically underserved students (such as students from low-income families,
limited English profiCient students, students with disabilities, or students who have low literacy skills) and their
families, will participate in the benefits of the telecommunications facilities, equipment, technical assistance,
and programming;
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. (7) describe how existing telecommunications equipment. facilities, and services, where available, will be used;
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(8) provide assurances that the financial interest of the United States in the telecommunications facilities and
equipment will be protected for the useful life of such facilities and equipment;
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(9) provide assurances that a significant portion of any facilities and equipment, technical assistance, and
progra mm ing for which assistance is sought for elementary and secondary schools will be made, available to
schools or local educational agencies that have a high number or percentage of children elig!ble to be counted
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(10) provide assurance that the applicant will use the funds provided under this program to supplement and not
supplant funds otherwise available for the purposes of the program;
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(11) if any member of the consortia receives assistance under the Regional Technical Support and Professional
Development authority (Le. the Regional Technology in Education Consortia or R*TEC). describe how ,funds .
received under the Star Schools program will be coordinated with R*TEC funds received for educational
technology in the cJassroom;
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(12) describe the ,activities or ~ervices for which assistance is sought. such as:
(A) providing facilities, equipment, training services, and technicaJ assistance;
(8) making programs accessible to students with disabi6ties through mechanisms such as closed captioning
, and descriptive video services:
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(C)linking networks around issues of national importance (such as,elections) or to provide information abou1
employment opportunjtjes, job training, orst'udent and other social service programs;
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(D) sharing curriculum resources between networks and development of program guides which demonstrate
cooperative, cross-network listing of programs' for specific curriculum areas;
, (E) providing leacher and student support services including elassroom and training support materials which
permit student and teacher involvement in the live interactive distance learning telecasts;
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(F) incorporating community resources such as libraries and museums into instructional programs;
(G) providing professional developmentfor teachers, induding. as appropriate, training to early childhood
development and Head Start teachers and staff and vocational education teachers and staff, and adult and
family educators;
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(H) providing programs for adults to maximize the use oftelecommunications facilities and eqUipment;
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(I) . providing teacher training on proposed or established voluntary national contentstandards in mathematics
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(J) providing parent education programs during and after the regular school day which reinforce a student's
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(13) describe how the proposed project as a whole will be financed and how arrangements for future financing will .
be developed before the project expires;
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(14) provide an assurance·that a significant portlon of any facilities, equipment, 'technical assistance, and
programming for which assistance is sought for· elementary and secondary schools will be made available to
schools in local educational agendes that have a high percentage of children counted for the purpose of part A
of title I of the ESEA; and
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(15) provide an assurance that the applicant will provide such information and cooperate in any evaluation that the
Secretary may conduct under this program.
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What Are the Matching Requirements?
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The Star Schools program requires a matching commitment on the part of the applicant to help ensure the
sustainabilily of their efforts beyond the Federal investment. Please note that the Federal share shall not exceed 75
percent for the first and second years, 60 percent for the third and fourth years, and 50 percent for the fifth year, The
. Secretary may waive or reduce this matching requirement upon a showing of financial hardship.
What Will
Be the Time Period and Amount of Awards?
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Star Schools grants are five-year awards. Each applicant must propose five years of activities and provide a
budget for each year. The amount of funds available for new awards is $9.8 million. Grants will range from $1.5 million to
$2 million. It is estimated that approximately 4-5 new grants will be awarded. Applications requesting amounts more
than $2 million per year or amounts exceeding $1 0 million for five years will not be considered.
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What Regulations Apply to this Program?
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The following regulations are applicable to the Star Schools Program: (a) the Education Department General
, Administrative Regulations (EDGAR) in 34 CFR Parts 74, 75 (except 34 CFR 75.102(a) and (b) (1), 77, 79, 80, 81, 82, 85,
86, and (b) 34 CFR 299, General Provisions, Elementary and Secondary Education Act, published on May 22,1997, in
the Federal Register (62FR28247).
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What Are the Selection Criteria for this Grant Competition?
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The Education Department General Administrative Regulations (EDGAR) govern selection of new grants a~d
include selection procedures and a menu of general selection criteria and optional factors. Criteria and factors
appropriate to the competition are selected to evaluate the quality of each eligible grant application. For this new grant'
'. competition, the Secretary establishes the following Selection Criteria:
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Need for Project (20 pOints)
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The extent to which the proposed project will provide services or otherwise address the
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needs of students at risk of educational failure.
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The extent to which specific gaps or weaknesses in services, infrastructure, or
opportunities have been identified and will be addressed by the proposed project,
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including the nature and magnitude of those gaps or weaknesse~.
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Significance (35 points)
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The national significance ofthe proposed project.
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The likelihood that the proposed project will result in system change or improvement.
(c)
The extent to which the proposed project involves the development or demonstration of
promising new strategies that build on, or are alternatives to, existing strategies.
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The extent to which the results ofthe proposed project are to he. disseminated in ways
that will enable others to use the information or strategies. ' '
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The potential replicabillty of the proposed project or strategies, including as appropriate,
the potential for irnplen:entation in a variety of settings.
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Quality of Project Services (20 points)
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The extent to which the training orprofessional development services to be provided by
the proposed project are of sUfficient quality; intensity. and du'ration to lead to'
improvements in practice among the recipients of those services:
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The extent to which the services to be provided by the proposed project involve the
collaboration of appropriate partners for maximizing the effecfivenessof project
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Quality of the Project Evaluation (25 points)
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(a) . The extent to which the methods of evaluation are thorough. feasible, and appropriate
to the goals, objectives. and outcomes of the proposed project.
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The extent to which the methods of evaluation will provide performance feedback and
permit periodic assessment of progress toward achieving intended outcomes.
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The extent to which the evaluation will provide guidance about effective strategies
suitable for replication ortesting in other settings.
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What Is The Government Performance and Results Act?
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The· Government Perlormance and Results Act (GPRA) of 1993 places new management expectations and
requirements on Federal departments and agencies by creating a framework for more effective planning, budgeting,
program evaluation, and fiscal accountability for Federal programs. The in1ent of the Act is to improve public confidence
by holding departments and agencies accountable for achieving program results. Departments and agencies should
clearly describe the goals and objectives oftheir programs, identify resources and actions needed to accomplish these
goals and objectives, develop a means of measuring progress made, and regularly report on their achievement. One
important source of program information on successes and lessons learned is the project evaluation conducted under
. individual grants.
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The goal of the Star Schools program is to improve the teaching and leaming of all students through dis1ance .
. learning or distributed education technology activities. Projects are required to submit data on relevant performance
indicators as pan of their annual and final performance reports to the U.S. Department of Education. Projects are also
required to participate in any national evaluation or customer survey that the Department may conduct on the program.
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Evaluation Plan
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A strong evaluation plan should be included in each Star Schools program g·rant application and shape the
development of the project from the beginnil19 of the grant period. The plan should include clear benchmarks to monitor
progress toward specific objectives, and outcome measures to assess impact an teaching and, ultimately, student
learning. More specifically, the plan should identify the individual and/or organization that has agreed to serve "as
evaluator for the project and describe the offeror's qualifications. It should describe the evaluation design indicating: (1)
what types of data will be collected; (2) when various types of data will be collected; (3)what designs and methods will be
used; (4) what instrum~nts will be develop~ and when; (5) how the data will be analyzed; (6) when reports of results and
outcomes will become available; and (7) ho'll information will be used by the project to monitor progress and to provide
accountability information to stakeholders both about success at the initial site and effective strategies for replication
elsewhere. Please note that applicants should include a plan that includes these elemen1s as a part of their program
narrative (See How Do I Apply section).'
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Carefully read the entire applica1ion package before beginning to prepare an application. The Required ACtivities
and Selection 'Criteria above identify who is eligible to apply under this competition, what applicants must propose, and
what criteria will be used to evaluate applications.
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3. Abstract. Provide a one-page, double-spaced abstract that describes the need to be addressed by the project.
summarizes the proposed activities, and identifies the Intended outcomes. If your project receives funding, this.
abstract will be given to Congress. It is helpful to include on this page the name, address, and 'phone numbers of the
applicant.
4. Narrative. Provide a narrative of no m'ore than 35 double-spaced pages. Any. narrative exceeding this page
limitation will not be considered for funding. The narrative should address the selection criteria and each of the four
themes discussed in this application package. About 20 percent or 7 pages should be devoted to the project
evaluation plan.
5•. Budget. Use the attached Budget Summary form (ED Form 524). or a suitable facsimile, to present a complete
budget summary for each year of the project. Please provide a justification for this budget by including. for each
year, a narrative for each budget line item which explains: (1) the basis for estimating the costs of professional
personnel salaries, benefits. project s1aff travel. materials and supplies, consultants anc;j subcontracts. indirect costs,
and any projected expenditures;'(2) how the major cost items relate to the proposed activities; (3) the costs of
evaluation; and (4) a detailed description explaining in-kind support or funding provided by partners in the project, if
any. Please include project staff travel funds for two trips during each year of the project to a Star Schools Project
Directors and Evaluators meeting in Washington, DC. Each trip will be for three days for up to three persons. At these
project meetings. grant recipients witl have an opportunity to strengthen their efforts by collaborating and networking
. with other grantees funded by this program.
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The Star Schools program has a statutory requirement that prohibits the use of Federal funds to supplant non-federal
funds. The Education Department General Administrative Regulations (EDGAR) (76.563-569) require that your agency
use a restricted indirect cost rate when applying for Star Schools grants. For computational purposes, the unrestricted rate
must first be calculated, then converted to the restricted rate by removing certain items from the indirect cost pool and
placing them in.thedirect cost base. This results in a lesser rate to claim indirect cost reimbursement under restricted rate
programs. Please contact your cognizant Federal agency to detennine the proper restricted rate for this program. For
your information, the cognizant Federal agency is typically the awarding party that contributes the most federal money to
your agency. Please verify this deSignation with your finance office. Your organization will be expected to provide your
cognizant Federal agency with a restricted indirect cost rate proposal for this program, using the enclosed guidance in
appendix 1.
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Each application should be accompanied by an appendix, which includes:
1. Project Personnel. Please provide a brief summary of the background and experience of key project staff as they
relate to the specific project activities you are proposing.
2. List of Partners. List all project partners and other sources of support, their contact persons, addresses,
telephone numbers, fax numbers, and E-mail addresses. The roles and contributions of all partners and other sources
of support should be described w~hin the 35-page narrative, but letters ofcommitment should be included in this
section of the appendix to clearly verify the role and contribution of each member.
3. Evidence of-Previous Success. Include a brief summary of any evaluation studies, reports, or research that may
document the effectiveness or success of the applicant or of the activities proposed in 1he narrative section of the
application.
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NOTICE TO ALL APPLICANTS
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The purpose of this enclosure is to inform you about a new provision in the Department of Education's General
Education Provisions Act (GEPA) that applies to applicants for new grant awards under Department programs. This
provision is Section 427 of GEPA, enacted as part the Improving America's Schools Act of 1994 (Pub. L 103-382) ..
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To Whom Does this Provision Apply?
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Section.427 requires each applicant for funds (other than an individual person) to include in its application a .
description ofthe steps the applicant proposes to take to ensure equitable access to, and participation in, its Federally
assisted program for students,·teacheirs, and other program beneficiaries with special needs.
This provision allows applicants discretion in developing the required description. The statute highlights six types
ofbarriers that can impede equitable access or participation: gender, race, national origin, color, disability, or age. Based
on local circumstances, you should determine whether these or other barriers may prevent your students, teachers, etc.
from such access to or partiCipation in, the Federally-funded project or activity. The description in your application 'of
steps to be taken to overcome these barriers need not be lengthy; you may provide a clear and succinct description of
how you ptan to address those parriers that are applicable to your circumstances. In addition, the information may be
provided in a single narrative, or, if appropriate, may be discussed in connection with related topics in the application.
Section 427 is not intended to duplicate the requirements of civil rights statutes, but rather to ensure that, in
designing their projects, applicants for Federal.funds address equity concerns that may affect the ability of certain
potential beneficiaries to fully participate in the project and to achieve to high·standards. Consistent with program
requirements and its approved application, an applicant may use the Federal funds awarded to it to elimi nate barriers it
identifies.
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What are Examples of How an Applicant Might Satisfy the Requirement of This Provision?
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The following examples may help illustrate how an applicant may comply with Section 427:
(1)
An applicant that proposes to carry out an adult literacy project serving, among others, adults with limited
English proficiency. might describe in its application how it intends to distribute a brochure about the
proposed project to such potential participants in their native language.
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An applicant that propQses to develop instructional materials for classroom use might describe how. it will
make the materials availabl~ on audio tape or in braille for students who are blind. .
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An applicant that proposes to carry out a model science program for secondary stUdents and is concerned
that girls may be less likely than boys to enroll in the course,might indicate how it intends to conduct
"outreach" efforts to girls to encourage their enrollment.
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We recognize that many applicants may already be implementing effective steps to ensure equity of access and
participation in their grant programs, and we appreciate your cooperation in responding to the requirements ofthis
provision.
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Estimated Burden Statement for GEPA Requirements
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The time required to complete this information collection is estimated to vary from 1 to 3 hours per response. with·
an average of 1.5 hours, including the time to review instructions, search existing data resources, gather and maintain the
data needed, and complete and review the information collection. If you have any comments concerning the accuracy
of the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education,
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Washington, DC 20202-4651.
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Other Attachments
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Other attachments are not encouraged. Reviewers will have a limited time to read each application.
Supplementary materials such as videotapes, CD-ROMs, files on disks, commercial publications, press clippings,
testimonial letters. etc. will not be reviewed and will be returned to the applicant
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The deadline for receipt of applications is March 26, 1999. All applications must be received on or before
that date. This closing date and procedures for·guaranteeing time1y submission will be strictly observed. .
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Applicants are required to submit one (1) signed original and two (2) copies of the application. Each' copy of the
application must be covered with a Title Page (form included in these gutdelines) or a reasonable facsimile. All applicants
are encouraged to submit voluntarily an additional three (3) copies of the application for a total of one original and five
copies, and an additional three (3) copies of the Title Page itself in order to expedite the review process. The absence of
these additional copies will noiinfluencethe selection process. All sectloils of the application and a" sections of the
appendix must be suitable for photocopying to be included in the review (at least one copy of the application
should be unbound ~nd suitable for photocopying).
. MAILING ADDRESS AND ADDRESS FOR APPLICATIONS. SENT BY COMMERCIAL CARRIER
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Star Schools Program
Attn: 84.203F
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U.S. Department of Education
Application Control Center
Regional Office Building 3, Room 3633
7th & D Streets, SW
Washington, DC 20202-4725
Telephone: ·202·708·8493
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Applications sent"bY ma~ must ~e received no later than March 26, 1999. Applications not received by the
deadline date will not be considered for funding unless the applicant can show proof that the application was (1) sent by
.. registered or certified mail no later than (5) days before the deadline date; or (2) sent by commercia! carrier not later than
..two (2) days before the deadline date. The following are acceptable as proof of mailing: (1) a legibly dated U. S. Postal
Service postmark, (2) a legible mail receipt with the date of mailing stamped by the U.S. Postal Service, (3) a dated
shipping label, invoice,or receipt from a commercial carrier, or (4) any other proof of mailing acceptable to the Seqretary.
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Applications delivered by hand before the deadline date will be accepted between the hoursof8:00 a.m. and
4:00 p.m. Eastern Time except Saturdays, Sundays, or Federal holidays at the Application COrltrol Center, U.S.
Department of Education, RegionalOffice Building 3, Room 3633. 7th & 0 streets, SW (0 Street,SW, Entrance,.
, Washington, DC'(Telephone: 202-708-8493). Applications delivered by hand on March 26.1999 (on the deadline date)
will not be accepted after 4:00 p.m. Eastern Time.
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REQUIRED FORMS
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The following forms are required in all applications. They may be photocopied as necessary.
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Cover Page - ED Form 424 and instructions
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�FROM
INTERAGENCY TECHNOLOGY OFFICE 2027086002
(WED) 11. 10'99 15:05/ST.14:'58/NO. 3760204678
P 19
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. TEAMS: Project IMPACT
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(Improving Achievement Through Converging Teehnologles)
los Angeles County Office of Education
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Star Schools Program Evaluation
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Executive Summary Evaluation
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1998-1999 Program Evaluation
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1992-1999 Longitudinal Metadata Analyses
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Carla Lane. Ed.D.
Principal EV8lu8tor
The Education CoaiRlon
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TEAMS is one of the largest K-12 providers of distance learning in the
United States. In 1999-2000, TEAMS will regularly serve over 150.000
Kindergarten through eighth grade students in twenty-three states. the District
of Columbia and several territories. The areas served range from Maine to the
Marshall Islands, as TEAMS added Hawaii and most of the islands in the South
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Pacific in 1999.
Since 1990, TEAMS has been awarded graot$ in a competitive process by
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estimated that TEAMS has directly served about one million students and
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another group that is largely uncounted because TEAMS programs are
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rebroadcast by public television stations and Cable channels available to the
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public.
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TEAMS: ProJeCt IMPACT Evaluation 199a.1gGG
. 1
�FROM
INTERAGENCY TECHNOLOGY OFFICE 2027086002
(WED) 11. 10' 99
15: 05/ST, 14: 58/NO, 3760204678
P 20
Evaluation Procedur.es 1998-1999
During the 1998-1999 school year. a I)umber of evaluation procedures were
I
conducted for the TEAMS Project IMPACT Star Schools Program. The
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evaluator made site visits to the majority:01 the project sites. During the site
" visits, tea.chers were observed as they used the TEAMS programs. Teachers.
some students, and administrators were interviewed at the school sites.
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Survey instruments were prepared for TEAMS, teachers and
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principalsltechnology coordinators and mailed to them. After completion, the
surVeys were mailed directly to the evaluator.
The statistical data on students and variables regarding possible
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improvement was analyzed for the 1998-1999 school year and then compiled
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with the existing longitudinal data an student improvement which has been.
collected since 1992. The statistical data on teachers, prinCipals and
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technology coordinators was compiled for the 1998-1999 school year. Survey
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instruments and transcribed focus Interviews appear in the appendices of the
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full evaluation report (s'ee Appendix A and Appendix B).
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Site Demographics
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TEAMS: Project IMPACT Evaluation 1998-1999
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INTERAGENCY TECHNOLOGY OFFICE
2027086002
(WED) 11. 10' 99
15:05/ST. 14:58/NO. 3760204678
p
21
Teacher and Student Demographics
Grades Served: The majority of service to the schools was reported as
being to the upper elementary fourth through sixth grade teachers with the fifth
grade representing the largest group served, The project was used by first
through eleventh grades.
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Class Size: The mean class size was thiny-six students; however the
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median was twenty-eight and the mode -was thirty-two students in a class.
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Social and Economic Sector: Teachers were asked to report the social and
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economic sector (SES) of students. Sixty-two percent were classified as low
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SES a strong statistic' showing that TEAMS continues
to meet its mandate of
serving low SES students. Twenty-nine percentof TEAMS students were
classified
as middle SES, and nine percent were considered high SES.
Total school SESfigures varied based on 30.467 students in ttie participating
schools whose principal or technology coordinator returned survey instruments.. Low'
SES students were reported at 57 percent (17.425). 34 percent. were middle SES
.
(10,280), and nine percent were high SES (2.762) (see Table 1).
Table 1
Social and Economic sector (SES).
of TEAMS Students and Their Sc:;hoQI~ 1998-1999
Social and
Economic
Sector (SES)
Entire SChool
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TEAMS
Studenta
Peroentege
N=30A67
Low
Middle
Students
Percentage
N:: 1387
57
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62
34
29
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TEAMS: Project IMPACT Evaluation 1998-1999
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�FROM
INTERAGENCY TECHNOLO,GY OFFICE
2027086002
(WED) 11. 10' 99
15: 06/ST. 14: 58/NO. 3760204678
P 22
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Student Ethnjcity: Student ethnicity is reported in percentages in Table 2 for
,
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entire schools and for TEAMS students in those schools. The largest groups
were white. African American and Hispanic"
Table 2
student Ethnlcity of TEAMS Students and Their Schools 1998-1999
Student Ethnlclty
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Students
Percentage
Entire
School
Students
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Percentage
White
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African American
Hlsoanlc
Asian
American Indian
Pacific Islanders
Other
N=30,467
4&
33
N= 1.387
41
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TEAMS Project IMPACT Modules and Programs Used
Teachers reported their use of the TEAMS programming during the 1998-99
school year. Science and Mathematics programmil1g were the most heavily used, but
all strands were used (see Table 3).
TEAMS: Project IMPACT Evaluation 199&-1999
I
4
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�FROM
lNTERAGENCY TECHNOLOGY OFFICE
2027086002
(WED) 11. 10' 99
15:06/ST. 14:58/NO. 3760204678
p
23
.Table 3
Program Modules and Programs Used 1998-1999
TEAMS: Project IMPACT
Program and Module
HIstory/Social Science .
SttJdentas Historian (5 proarams)
Student as Media Evaluator (5 proara.ms)
California Here I Cornel (5 programs)
Natural Events: Then and Now (4 proarams)
Science
Heat (9 proQrams)
Chemistry (9 programs)
Earth Processes (9 oroarams)
Weather (9 proarams)
Fast Plants (9 proarams)
Mathematl cs/Algebra
Primary Alaebra (6 OfOQrams)
Algebra in My World (6 oroarams)
, Turn on to Alaebra (8 programs) .
Middle School Algebra (6 programs)
Mathematics/GeometrY
Primary Geometry (6 proarams)
Geometry in My World (8 programs)
Turn on to Geometry (8 programs)
Middle School Geometry (6 programs)
Mean
. Count
(Average (Teachers
Programs Using the
Used) Proarams)
2
2
5
2
1
:3
6
2
Sum
(Number
of Units
Used\
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103
4
4
4
31
23
97
5
4
26
119
56
3
3
3
10
13
33
5
15
2
8
18
3
3
4
,3
24
15
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10
.28
16
54
9
38
17
6
Primary Reading Series Grades K-1
Staff Development (4 proarams)
Student Proarams (8 oroarams)
'2
9
16
2
7
12
Primary Reading Series Grades 2-3
Staff Development (4 proarams)
Student Proarams CS programs)
2
6
2
4
9
7
Languaae Arts
Letters from Rlfka (5 proarams)
Shiloh (4 programs) .
2
2
7
16
4
7
TEAMS: Project IMPACT Evaluation 1998-1999
5
�FROM
INTERAGENCY TECHNOLOGY OFFICE 2027086002
,(WED) 11,10' 99
15:06/ST. 14:58/NO. 3760204678
P 24
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Viewing the Programs
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Eighty of the TEAMS teachers (n=99) reported how the students viewed the
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programs. Fifty-two classes viewed video tapes. seven classes viewed the
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programs live, and twenty-one used both means depending on the availability.
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profect Impact on Students
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During the second year of the TEAMS: Project IMPACT grant. teachers
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(n=99) returned report cards on 1,387 students.
The same set of questions has been as~ed about student improvement
since 1992 and the data has been aggregated. A metadata evaluation has
been conducted on the responses about the students. The 1998-1999
evaluation brought the number of students in the longitudinal portion of the
evaluatiori study to n = 17,723.
Fewevaluatlon studies of student impact have been maintained and
,
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continued as long as this stUdy. It provides a very strong evaluation of the
TEAMS Project and the continuing strength, of the impact on student$~
For the school year: of 1998-1999. teachers were a~ed to report
demographic information about the TEAMS stude~ts which included gender
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and assignment to a program such as Chapter 1mtle 1. limited Eng'lish
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proficient (LEP). gifted or special education.
, T eachersreported that of the 1.387 students. there were 724 male students,
and 663 female students. Five hundred and flfty.;one students are listed as
TEAMS; Project IMPACT Evaluation 1998-1999
, ,6
�FROM
INTERAGENCY TECHNOLOGY OFFICE
2027086002
(WED) 11. 10' 99
15! 07/ST. 14! 58/NO. 3760204678
P 25
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Chapter 1fTitte 1, 166 are LEPstudents. 180 students are enrolled in Special
Education programs, and 177 students are enrolled in,Gifted programs ..
For the seven year period of the TEAMS longitudinal student study. 01 the
.
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17,723 students, 8,973 were male (50.6 percent) and 8,750 were female (49.4
percent), There were 6,201 students reported as Chapter 1mtle 1, LEP
. students totaled 2.512 • special"education students totaled 1,612. and 1.859
stude~ts 'were reponed as part of the gifted program at their school (see Table
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Table 4
Comparative Demographics for 1'998-1999 School Year
and 1992-1999 Metadata Analyses
Total
Female
Chapterl
LEP .
nue1
Uale
Students
Students
Gifted
Students·
Students
98-99
School
Year
92-99
Metadata
Special
Ed
Students
1,387
724
663
551
166
H30
1n
17,723
8,973
8,750
6,201
2.512
1,612
1,659
.
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Project Impact on Students
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The survey instrument continued to ask the same questions about the
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degree to which any of the following occurred for a student because of the
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TEAMS Project. Teachers were asked if the TEAMS Project contributed to .
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improved content knowledge and skills for the student, improved critical
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,thinking and problem solving for the student. improved language skills for the
student, increased interest in the subject area by the student, improved quality
TEAMS: Project IMPACT Evaluation 199Q.1999
,
7
�FROM
1NTERAGENCY TECHNOLOGY ,OFF I CE 2027086002
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of work by the student, increased interest in school by the student. improved
attendance at school by the student. improved behavior at school by the
studant, an incraasa in tha studant taking tha rasponsibility for his/har own
learning. the development of greater confidence by the student as a Jearner.
and higher self-regard by the student. Teachers reported on each student
individually.
"
'.
Teachers scored any change in the student which the teacher attributed to
'~
TEAMS Project IMPACT. A scale of one to four was used where the numeral
"
"•
.\
>
,
f '
one indicated no change, the numeral two indicated very little change. the
, J
I'
J"
numeral three indicated some degree of change. and the numeral four
indicated a great deal of change by the student.
Equating a median score in the range of 2.50 to 3.49 to a scaled response
of three, the conclusion is that the teachers attribute student improvement to
the TEAMS Project. Each of the variables was found to be highly significant
with confidanca lavals of P < .0001. This was found for thQ 1998-1 999 school
year and in the 1992-1999 metadata analyses. Adding to the. level of'
confidence for the student improvement was the database of almost 18,000
students and the extensive reporting time of seven years for th$ longitudinal
study.
Table
5 compares the statistiCs of the mean, standard deviation, starid3rd
error, median and mode for the 1998-1999 school year and for the 1992·1999.
metadata analyses: Note that the statistics for the current year and the
TEAMS: Project IMPACT Evaluation 1998--1999
8
~,
,
i.
I
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"
I,
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r
i
metadata years are quite close which indicates an even higher validity for the
TableS
Mean Scores for Qualitative Variables for 1998-1999 School Vear
arid ,1992-1999 Metadata Analyses
Variable
-
~KnoWledge
98-9
92-9
98-9
Mean
Mean
Std.
Ow
92-9
Std.
O$V
98-9
92-9
98-9
Std.
Std.
Median Median Mode Mode
Error
Error
98-9
92-9
92-9
..
3.083
3.088
.830
.793
.023
.O()6
3
3
3
3
2.992
3.038
.807
.794
.022
.006
3
3
3
3
2.681
2.755
.960
.694
.026
.007
:3
3
:3
3
3.1~a
3.149
.987
.823
.024
.006
3,
3
4
3
2.614
2.804
.960
.857
.Q27
.006
3
3
3
3
2.775
2.836
1.023
.905
.029
.001
3
3
3
3
2.231
2.322
1.136
1.015
.032
.008
2
'2
1
1
2.457 . 2.418
1.095
1.025
.030
.008
2
2
2
3
2.752
2.737
1.014
,.939
.026
, .007
3
3
3
3
2.873
2.872
.960
.8B9
.027
.007
3
3
3
3
.
2.764
2.805
1.02. I
•.,30
.029
.007
3
3
3
3
r
lis
Improved
Crttlcal Thinking and
Problem Solving
Improved
Language Skills
Inc;:re~ed Interest In
the SUbject Area
Improved OJa6ty
of Work
Increasecllnterest
In School
Improved
An9ndance
Improved
I
Behavior
Takes RespanslblUty
for ON" Learning
Greater ConffdenCG
as a Learner
HIgher
Self-Rsgard
l
I
I
!
Disaggregated Student Oat, 1998-99 School Vear and
1992-1999 Metadata Analyses
.
I
As reporfed. student information was collected based on certain groupings
,
i
!
which included gender. and programs for students who were classified as
Chapter 1mtle 1, limited English proficient. gifted 'and special education
I
partiCipants. Statistical analyses were done on GaCh group according to the
r
t
-
eleven variables where change might take place. The analyses were to
TEAMS: Project IMPACTEvaluation 199s.;1999
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determine what changes took place in the variables according to the
disaggregated student grouping.
1he conclusion is that for this year anq for the longitudinal student study.
teachers attribute improvement in all areas for , the Chapter 1mtle1. LEP I
,
~
gifted, and special education students.
Chapter lmtle 1 Students: Chapter 1mtle 1 students in 1998-1999 and
, 1992-1999 ShOW9d improvement In all variables with a median score In the
range of 2.50 to 3.49 for a scaled respo'nse of three.
,
Limited English Proficient (LEP) Students: LEP students in 1998-1999 and
.
.
.
'
1992-1999 showed,improvement in all variables with a median score in the,
range of 2.50 to 3A9 for a scaled response of three. For attendance. the
'Iongitudinal study showed a scaled response of two.
Gifted Students: Gifted students in 1998·1999 and.1992..1999 showed
impro~ement in all variables with a median score in the range of 2.50 to 3.49 for
a scaled ,response of three. For the variable of attendance. the scaled response
was a two for both groups.
Special EdUcation Studen1§; Special education students in 199&-1999 and
.
'
1992-1999 showed improvement in all variables with a median score in the
range of 2.50 to 3.49 for a scaled response of three.
For the variables of
. behavior and attendance. the scaled responses were two and 1.5 respectively
for both groups.
TEAMS: Project IMPACT Evaluation 1998-1999
10
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Factors Limiting the Use of TEAMS
Principals and technology coordinators (n=81) were asked what they
believed limited the use of TEAMS in their schools. Time was listed as the
biggest limiting factor by 53 (65 percent) of the principals and technology
coordinators~ Training was reported
as a limitation by 24 respondents.
Traditionally. access has·been the biggest limiting factor. Only fourteen
respondents reported access through hardware as a limitation and eighteen
reported lack of access in the classroom as a limitation.
L
iI
.'
Access to TEAMS Through Multiple Technologies
Principals and technology coordinators (n=81) were asked how TEAMS
programs were accessed at their sites. Satellite reception was reported by
twenty-five sites, cable was reported by fifty sites with forty-eight sites reporting
that they received the programs through a public television station that was
probably carried by the cable signal. Fifty-three reponed using video tape of
the programs. Five sites reported ITFS (instructional television fixed service)
reception.
. : I
.\
The largest installed base of technology was television. Eighty had
televisions and VCRs in the classrooms. Fifty-three had laser discs and sixtyeight had CD-ROMs.
Internet access was reported by forty..nine respondents. The methods used .
to access Internet were mixed with twenty-three reporting access through T1 or
TEAMS: Project IMPACT Evaluation 1998-1999
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.
ISDN lines and forty-four reporting access through a traditional telephone.
modem. Forty-four also reported telephones in classrooms.
computer technologies in the classroom were also mixed between pes
and Macintosh equipment with a wide range of aging technology. Computers
ranged from the PC 486 models and Apple lie models to the newest Pentium
chip based PC and Macintosh Power PC models.
. . ' This shows a strong basis for the decision by TEAMS to continue to use
multiple media to provide access to programs delivered on a national level (see.
Table 6).
Table 6
Other Classroom Technology 1998-1999
Technology
Number
Yes
Number
Mlsslna
Number
.No
Television
80
VCR
80
2-way Video Confefencing
If yes, VTEL?
If ves, PIc.tureTel?
If yes, Other?
5
1
1
.65
11
2
0
1
Laserdi:lic
63
24
4
co ROM
68
3
Internet Access
If yes, ISDN?
Ifves, T1?
49
10
19
13
If yes Other?
Telephone
1
44·
Modem
44
37
27
10
If yes, 28.81
Ifyes, S6K?
It yes, Other?
RrewaUs or fillers
Electronic mall
4
19
3
7
9
27
57
TEAMS: Project IMPACT Evaluation 1998-1999'
32
1$
0
22
6
12
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~
I
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r ,. ,,~
•
Conclusions
The TEAMS Project has had a significant impact on student improvement
which has been statistically validated for a period of seven years during which
. information was collected on about 18,000 students across the United States.
'I
;If
~
TrAu~. Dto",tAr.t
IMPACT Evaluation 1998-1999
13
;
I
�Star Schools
http://www .wested.org/tie/ dlrn/starschools.html
• Technoto2"Y in Education
. . orcs network
============
Articles:
Amon~st the Stars: Star
Sc 001 Web Sites
~:;~3-··
The Natural Connection:
Distance Learning
Technologies & Staff
DevelOpment
References:
Star Schools
Page Contents:
How do Star Schools Projects Work? IWhat Services are Available? IAmongst the Stars: Star
School Web Sites I Does Star Schools Make a Difference? I Who Operates Star Schools
Projects? I ProJect Grants 1999- 2000 I Special Statewide Network Grant I High School &
Adult Literacy Projects I Dissemination Project
What is the Star Schools Program?
Current
The Star Schools Program is one of the largest and most successful public and
private partnerships for·delivering distance education in the United States'and
Coming Soon: Program
around the world. Since 1988, the Star Schools grants have provided access to
Sampler 1999-2000
technology, telecommunications equipment and instructional programs for
more than one million students, and provided professional development
Past
activities for more than 30,000 teachers and administrators in thousands of
schools across the United States and abroad. The program has awarded over
prolram Sampler
$250 million to 43 projects over 5 years. These projects continue to grow in
998-1999
size and scope, incorporating state-of-the-art technology and more students
pro~ect Grants
each year.
1 95-1998
How Do Star Schools ProjectsWoJrk?
The Star Schools proje'cts deliver distanc~ education courses and services
using many technologies including satellite delivery systems, open broadcasts,
.cable, and the Internet.
What Services are Available From Star Schools
Projects?
Through the Star Schools projects, schools have access to instructional
programming, including hands-on science and mathematics, algebra, calculus,
physics, advanced placement courses, foreign langu'age courses, workplace
skills, and life skills programs. Instructional programs serve K-12 students and
adult learners, inCluding limited English-proficient students and disabled
students and adult learners. Many projects' Web sites offer creative and .
interactive services for students, teachers, and parents. High school
. completion and adult literacy programs are also available. .
Teachers and other educational personnel can participate in teleconferences,
online discussion groups, ~nd virtual commun~ties to communicate with
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colleagues around the world and participate in staff development programs.
Classes are also available that are designed to improve parents' abilitie's to'
ensure their children greater success in school.
Does Star Schools Make a Difference?
Based on the success of its fir~t ten years, the Star Schools Program is one of
the largest and most effective educational partnerships utilizing the growing
number of emerging technologies to make a difference in classrooms across
the' United States. Evaluation data, documentation, and case studies show that
the Star Schools projects have resulted in much greater access of education
services for all types of students in a wide range of settings. Students,
teachers, and evaluators report. of improved instruction, exemplary
instructional practices, increased interactivity between students and teachers,
and enhanced student interest and motivation. The Star Schools Program does
make a difference.,
Who Operates Star Schools Projects?'
The U.S. Department of Education awards grants to telecommunications
partnerships to operate Star Schools projects. Partnerships include local school
districts, state departments of education, public broadcasting entities and other
public and private organizations. For more infonnation, contact:
Tawanna Coles, (202) 219-2143
E-mail: tcoles@inet.ed.gov
Fax: (202) 208-4042
URL: www.ed.gov/prog_info/StarSchools/
Mailing address: U.S. Department of Education
Learning Technologies Division'
555 New Jersey Ave. N.W.
Washington, DC 20208-5544
General Project Grants 1999- 2000
Reading is Fundamental Telecommunications
Partnership
.
~
}hf
Reading is Fundamental Telecommunications partnership will promote and
support. children and their families to become effective readers. This project
will use satellite-delivered training programs along with innovative
Internet-based activities to train parents and volunteers how to develop
effective, motivated readers. The project will try to demonstrate how
telecommunications technologies can help to create a nation of readers
through this innovative telecommunications reading initiative.
This project represents an innovative and ambitious nationwide
telecommunications reading initiative, using satellites, Palm Pilots,
CD~ROMs, videos and on-line, web-based activities to expand access
exponentially, to training on how to prepare children to read, how to read to
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�Star Schools
http://www .wested. orgltie/dlrnlstarschools. html
children, and how to help children become effective readers. The project will
use satellite-delivered training programs, along with innovative Internet-based
activities, ,to train parents and volunteers how to develop effective, motivated
readers. The target audiences for this pr9j~ct are children, age's birth to 11
years old.
..
Contact: Nancy Blanton
E-mail: phoebuscom@aol.com
URL:
Service Area:
Mailing Address: Reading is Fundamental Telecommunications Partnership
10905 Fort Washington Road, Suite 300
Fort Washington, MD 20744-5843
*
Mountain Plains Distance Learning Partnership
Mountain Plains, Distance Learning Partnership focuses on the needs of the
Native American population in this vast intermountain region. This
partnership of four states will develop an electronic, virtual campus employing
a two-way audio and visual interactive connection using fully scaleable high '
speed digital ATM microwave technology, electronic transmission and
receiving classrooms, and computer-assisted instructional programming
centers. Teachers will be empowered to design and deliver interactive
multimedia curricula to remote communities for K -14 students and adults
using a comprehensive training model and multimedia curriculum strategies.
Contact: Lynn Lee (801) 678-2201, ext.119
E-mail: lynn--.:lee@sanjuan.ceu.edu
URL: http://stars-cwc.cwc.whecn.eduJ
Service Area: Utah,Wyoming, Colorado, and Montana
Mailing Address:
~
Mountain Plains Distance Learning Partnership
Central Wyoming College
2660 Peck A v~nue
, Riverton, WY 82501
Corrections Learning Network
The Corrections Learning Network will place special focus on the specific
needs for adults in cprrectional facilities, such as victim empathy, wellness
education, and anger management. It will also develop mUltiple technology
channels which do not currently exist. The Corrections Learning Network will
also develop a series of programs that. will focus on topic such as computer
operating systems, networks basic software applications, peripheral hardware,
telecommunications and applications in the workplace.
.
•
3 of 11
This consortium proposes to provide technology based, i:nteractive
instructional programming to adult correctional facilities. The Corrections
Learning Network will be piloted in Florida and Washington state and then
. disseminated nationallY: The project will provide: 1) education for
incarcerated adults, 2) professional development for educators, and 3) system
enhancements benefiting all audiences. A third-party evaluation providing
qualitative and quantitative analyses to assess the impact on teaching and
11/8119995:41 PM
�Star Schools
http://yvww.wested.org/tie/dlmlstarschools.html
learning will measure project effectiveness.
Contact: Dr. LeRoy Bauer
E-mail: Ibauer@esd101.net
URL:
Service Area:
Mailing Address: Corrections Learning Network
1025 West Indiana Avenue
Spokane, WA 99205-4400
"*
STEPOStar Network/Pacific Star Schools Partnership
The STEPOStar Network produces interactive educational programming
delivered by satellite and cable television. Broadcast offerings include K-12,
alternative education, college and professional development courses and
programs. Student participants receive courses and enrichment in areas that
include foreign languages, science and workplace readiness. Professional
development offerings are primarily geared to K -12· educators and parents. In
addition to its televised coursework, the network maintains a significant
on-line component which is used for testing, data exchange, messaging,
research and group projects.
Contact: Steve Witter (509) 456-7685
E-mail: info@esd101.net
URL: http://stepstar.esd101.net
Service Area: Nationwide
. Mailing Address:
Educational Service District 101
910 North Ash
Spokane, WA 99201-1881
~
n
Safety-Net: Justice Distance Learning Consortium
(JDLC)·.
.
Florida, New York and Texas have joined together to form the Justice
Distance Learning Consortium (JDLC). Through SAFETY-NET, a newly
created broad-band multi-media network, juvenile offenders, teachers and
staff within these three states will receive computer and video-based
educational programs and courses delivered via satellite and DBS
technologies. The primary objectives are to stimulate student learning through
interactivity with innovative educational resources and to provide unique
professional development opportunities for the adults who serve them.
Contact:Gail Amell (310) 292-9800, ext. 106
.'.
E-mail: : garnall@safety-net.org
URL: www.safety-net.org
Service Area: Florida, New York, and Texas
Mailing Address:
Justice Distance Learning Consortium.
Phoebus Communications
10905 Fort Washington Road, Ste. 300
Fort Washington, MD 20744
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�Star Schools
http://www.wested.org/tie/dlm!starschools.html
~he
TECH Share Project
*
TECH Share will improve student learning through the use of teacher-created,
professionallY'honed learning modules. These modules will be technology
driven and standards-based, with embedded strategies for teaching English to
Speakers of Other Languages, and multicultural sensitivity. The TECH Share
project will produ,ce standards-based, electronic-based curriculum modules to
be utilized by teachers in the classrooms.
'
The TECH Share Project is designed to use the multimedia capability of the
Internet to provide interactive text, audio, and video on demand to support
standards-based learning activities. The focus of the project will be to improve
student learning through the use.ofteacher-created and professionally
enhanced learning modules. These modules will be technology driven and will
incorporate embedded strategies for Teaching English to Speakers of Other
Languages (TESOL), as well as, multicultural sensitivity. A unique feature of
the proposed project is that it will have as partners three Technology
Innovation Challenge Grant projects so that materials and products that are
being developed can be disseminated to a wider audience. When implemented,
the overall scope of the project will service some 80,000 students, most of
whom are either Limited English Proficient (LEP), low income, or both, and
, most of whom· perform well below the national averages in academic
achievement.
Contact: Robert Gomez
E-mail: stalcup@gmcs.kI2.nm.us
URL:
Service Area:
Mailing Address: TECH Share, Project
P.O. Box 1318
Gallup, NM 87305-1318
';tFf
*
"',
Massachuset~s C?rporation for Educational
TelecommumcatIOns
Massachusetts Corporation for Educational Telecommunications (MCET)
Transitions uses multiple technologies to provide a collaborative lifelong
learning project with hands-on learning, reading, writing, and professional
development programs to develop the skills, self -esteem, and confidence of
the teens, adults, parents, and non-native speakers in the states of Connecticut,
Maine, Massachusetts, New Hampshire, New York, and the District o£
Columbia. During the five-year project, MCET and its partners are working to
develop and link learners through reading and writing developmental skill
clusters that form a continuum of tools for lifelong learning. Contact:
Kathleen Buckley or Jack Casey (617) 252-5700
E-mail: star@mcet.edu
URL: www.mcet.edu
Service Area: Maine, Massachusetts, Connecticut, New York, New
Hampshire, and District of Columbia
Mailing address:
,
Massachusetts Corporation for Educational Telecommunications
'5 of 11
111811999 5:41 PM
�Star Schools
http://www .wested.org/tiel dlrnlstarschoo ls.html
One Kendall Square, Bldg. 1500
Cambridge, MA 02139
NEARStar (Network for English Acquisition and
Reading
NEARS tar will focus on creating a distributed learning environment that will
improve reading skills for limited or non-English speaking students and also
provide professional development for teachers. This project will foster
telecommunications infrastructure and end-user equipment to ensure the
effective utilization of the project over the Internet and World Wide Web.
Project proposes to develop interactive web based software to address the
needs of English as Second Language (ESL) students and their teachers.
NEARStar's web based learning program will support students in developing
English language and reading skills. Teachers will be able to instantly access
diagnostic infonnation about individual students or for the whole class. These
diagnostic results will lead teachers directly to NEARStar's professional
development component, which will be available in a variety of configurations
and media. Through the program, teachers will have access to leading reading
and English as Second Language experts; additional materials and resources in
specific skills such as vocabulary building; and video streaming examples of
research based effective instructional practices in real classrooms as part of
university-level on-line course work and on-line collaborative inquiry groups.
Contact: Dr. John W. Kofel
E-mail: kofeJj@prel.org
URL:
Service Area:
Mailing Address: NEARStar
Alii Place, 25th Floor
1099 Alakea Street
Honolulu, Hf968 13-45 13·
'*
PRELStar
PRELStar: A Pacific Islands Distance Learning Program is designed to
. provide Pacific communities with quality distance learning educational
programming. In cooperation with educational agencies and the U.S.-affiliated
Departments of Education in the Pacific region, PRELStar will develop
satellite connectivity and provide appropriate and exciting courses for
students, teachers, administrators, and adults. The project will also provide
professional development for Pacific island teachers to produce and deliver
programming that features the area!s unique cultures. Contact: Steve
Baxendale, (808) 441-1363
E~mail:
baxendas@prel.hawaii.edu
URL: www.ptel.hawaii.edu
Service Area: American Samoa, Northern Mariana Islands, Micronesia,
Guam, Hawaii, Marshall Islands, Palau
Mailing Address:
PRELStar
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�~tar Schools
. http://www.wested.org/tie/dlmJstarschools.html
A Pacific Islands Distance Learning Program
Ali'i Place 25th Floor
1099 Alakea Street
Honolulu, HI 96813
SERC: Distance Learning: The-Next Generation
Initiatives from SERC's The Next Generation project include creating
curriculum-based multiple media materials in science and mathematics and
distributing these resources on-demand. Specific projects entail building an
Internet-based Calculus/AP Calculus course and creating, with the National
PTA as a partner, stronger ties between school and community. Programs such
as Nature Scene and Math in the Middle will be digitized and inc<?rporated
into Internet sites. Middle school students will benefit from courses such as
Enviro-Tacklebox and Reading Across the Curriculum. Contact: Shirley
Smith, (800) 476-5001
E-mail: serc@serc.org
URL: www.serc.org
Service Area: Nationwide
Mailing Address:
Satellite Educational Resources Consortium
P.O. Box 50,008 .
Columbia, SC 29250
United STAR Distance Learning Consortium
The USDLC Star Schools Project provides professional and staff development
programming. It is designed to enhance existing curriculum by maximizing
the full potential ofthe technological resources already available to today's
students, teachers, and administrators. The project - through a convergence of
distance learning technologies - utilizes an engaged learning approach to
specifically improve:
* instruction in math, science, and readiI1g
* technology integration into the classroom
* literacy development for adults and for deaf children
Contact: Dr. David R.
Taylor, (309) 298-1690
E-mail: DR-Taylor@wiu.edu
URL: www.starschools.org
Service Area: Nationwide
Mailing Address:
United Star Distance Learning Consortium
Western Illinois University
Horrabin Hall 76
1 University Circle
Macomb, IL 61455-1390
MathStar
MathStar will focus on the design and implementation of a distributed
7 of 11
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http://www.wested.org/tie/dlrnlstarschools.html
learning professional development model supporting schoolwide mathematics'
refonn and improvement for the middle school grades. Participating teachers
will experience an intense learning curve as they learn to connect content to
technology and provide students with rich, challenging, standards-based
instruction.
.
MathStar project proposes to address three complex factors: a) systemic
schoolwide standards-based refonn of middle school mathematics to prepare
students for algebra and geometry; b) refonnof insen:ice and preservice
programs and coordination among them; c) access to advanced technologies
and telecommunications, which in turn increases access to high quality
professional development, improv~d student learning, and parent involvement.
By addressing these factors,
MathStar proposes to improve schoolwide middle school mathematics
programs, increase teachers' professional expertise and classroom practice,
enhance student learning through challenging content, and foster parent
involvement in successful mathematics programs. The applicant will
accomplish these activities through the involvement of experienced and
.
committed partner agencies. This infrastructure will provide access to proven
programs and practices. The project's in-depth evaluation process and new
evaluation model is expected to result in a highly replicable MathStar
Replication Kit that will be disseminated throughout the partner regions and
the United States. .
.
Contact: Donald Lake
E-mail: lake:...don@lacoe.edu
URL:
Service Area:
Mailing Address: MathStar
9300 Imperial Highway, Room 250
Downey, CA 90242-2890
Project IMPACT, TEAMS Distance Learning
Project IMP ACT delivers instruction to elementary and middle school
students and teachers through a distributed learning system, which allows
participants to access infonnation via satellite, television, multimedia, and the
.
Internet. The mission of Project IMPACT is to transfonn traditional
classrooms into technology-rich centers of learning to help students achieve
high academic standards. Project IMP ACT builds on the effective model of
TEAMS Distance Learning, which has provided nation-wide distance learning
services to urban and rural schools since 1990. Contact: Kitty Salinas,
Program Manager or Don Lake, Sr. Project Director;,(562) 940-1616
E-mail: salinas_ kitty@lacoe.edu; lake_ don@lacoe.edu
URL: http://teams.lacoe.edu
Service Area: 8 states (AZ, CA, GA, LA, MS, MO, NM, UT); 4 Public
School Distficts: Boston, Charlotte-Mecklenburg, Detroit, District of
Columbia
.
.
Mailing Address:
.
TEAMS Distance Learning
Los Angeles County Office of Education'
9300 Imperial Highway, Room 250
Downey, CA 90242-2890'
-,-'.
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�Star Schools
http://www.we.sted. org/tie/ dlrnlstarschoo ls.html
*
Special Statewide Network Grant
Iowa Distance Education Alliance
Iowa's Star Schools Project demonstrates and supports the use of a statewide
telecommunications network for K-12 education. Iowa's state-owned Iowa
Communications Network (ICN) provides full motion, two-way interactive
video, data (Internet), and voice services. There are currently over 600 ICN
classrooms. Project goals include: developing multimedia instructional
materials; supporting telecommunications and technology staff development
and integration; providing access to distance education information and
resources; and providing educational opportunities via the ICN. Contact:
Pamela Adams Pfitzemmiier, (515) 242-4180
E-mail: pam@iptv.org
URL: www.iptv.orgliowa_database/
'Service Area: Iowa
.
Mailing Address:
Iowa Distance Education Alliance
Iowa Public Television
6450 Corporate Drive
Johnston, Iowa 50131
High School Completion and Adult Literacy
Projects
'*
University of Nebraska-Lincoln-CLASS Project
The CLASS (Communications, Learning, Assessment in a Student-centered
System) Project is creating a high school diploma sequence for delivery on
the Web. Offered through the fully accredited Independent Study High
School, CLASS courses maximize student learning through the use of
moving imagery, graphics, sound, and text, within a seamless navigation
system, that encourages individualized learning, discovery, and exploration.
CLASS provides new avenues of educational access through cost-effective
alternatives to conventional classroom teaching situations. Contact: James
Sherwood (402) 472-4342 or Charlotte Hazzard (402) 472-0884
E-mail: c1assweb@unlinfo.unl.edu
URL: http://class.unl.edu
Service Area: Nationwide
Mailing Address:
University ofNebraska-LincolniCLASS Project
/ Department of Distance Education
336 NCCE
Lincoln, NE 68583-9800
Pacific Star Schools Adult Education/Literacy
Project
The STEPOStar Network produces interactive educational
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programming delivered by satellite and cable television. Programs'are
geared to adults who have not completed high school, those who wish
to improve their English language skills and those who wish to expand,
or improve their workplace skills. Current broadcast programs incl,ude:
GED Preparation, ESLlCitizenship III, ESL at Work, Parenting Skills,
Practical Math, Learning a Living, the Five Secrets to Finding a Job,
Success on the Job, Career Transitions and Owning Your Own
Business. On-line and CD-ROM components supplement the
broadcast programs.
Contact: Steve Witter, Project Director, (509) 456-7685 or
Anne Watts, Project Manager, (509) 323-2729
E-mail: info@esd101.net
URL: http://stepstar .esd 10 1.net '
Service Area: Nationwide
'
Mailing Address:
Educational Service District 101
910 North Ash
Spokane, WA 99201-1881
*'
PH,S Literacy Link
LiteracyLink offers a technology-based approach to adult literacy
instruction that integrates the latest on-line, video, and computer
technologies: LiteracyLink seeks to increase the access of adults to
GED and workplace essential skills learning opportunities, to improve
the quality of instruction available to individuals, and to expand
,professional development options for adult literacy providers a~ross
the nation.
Contact: Noreen Lopez, (703) 739-8600 '
E-mail: literacy@pbs.org
URL: www.pbs.orglliteracy
Service Area: Nationwide
Mailing Address:
PBS LiteracyLink
, Public Broadcasting Service
1320 Braddock Place
Alexandria, VA 22314
*
Diss.emination Project
Distance Learning Resource Network (DLRN)
The WestEd Distance Learning Resource Network (DLRN) services the
growing number of schools, colleges, and universities that use distance
learning to reacp rural and metropolitan learners, particularly the
underserved. These activities include disseminating information about Star
Schools courses and resources. DLRN provides training for web-based
instruction and educator networking opportunities through an online forum.
Other products include the DLRN Hotline, distance learning articles, the
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DLRN electronic Journal, the DLRN Online Course for Educators, the
. DLRN Distance Learning ToolKit, and the DLRN Technology Resource
Guide.
'
Contact: Peggy Kinder (415) 565-3056
E-mail: dlrn@wested.org
URL: www.wested.org/tie/dlrn
Helpline: (800) 662-4160
Service Area: Nationwide
Mailing Address:
Distance Learning Resource Network
WestEd
730 Harrison Street'
San Francisco, CA 94107-1242
Revised 10111199
11 of 11
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�1999 Stat School Awards
,
http://www .ed.gov/prog_ info/StarSchools/99starschoolawards.html
'
U.S. Department of Ed.ucation
Star Schools Program
FY1999 Awards
California
Award Number: R203F990024
Project: MathStar
Los Angeles County Office of Education
Contacts:
Mr. Donald S. Lake
Project Director
9300 Imperial Highway, Room 250
Downey, CA 90242-2890
Ms. Marilyn T. Gogolin
Deputy Superintendent
9300 Imperial Highway, Room 250
Downey, CA 90242-2890
Phone:
562-922-6635
562-922-6400
Fax:
562-922-6486
562-940-1662
Email:
lake don@lacoe.edu
gogolin marilyn@lacoe.edu
Project Focus: MathStar will focus on the design and implementation of a distributed learning'
professional development model supporting schoolwide mathematics reform and improvement for the
middle school grades.
"
Participating' teachers will experience an intense learning curve as they learn to connect content to
technology and provide students with rich, challengin~, standards-based instruction.
MathStar project proposes to address three complex factors: a) systemic schoolwide standards-based
reform of middle school mathematics to prepare students for algebra and geometry; b) reforin of
inservice and preservice programs and coordination among them; c) access to advanced technologies and
telecommunications, which in turn increases access to high quality professional development, improved
student learning, and parent involvement. By addressing these factors, MathStar proposes to improve
schoolwide middle school mathematics programs, increase teachers' professional expertise and '
classroom practice, enhance student learning through challenging content, and foster parent involvement
in successful mathematics programs. The applicant will accomplish these activities through the
involvement of experienced and committed partner agencies. This infrastructure will provide access to
proven programs and practices. The project's in-depth evaluation process and new evaluation model is
expected to result in a highly replicable MathStar Replication Kit that will be disseminated throughout
the partner regions and the United States.
Los Angeles County Office of Education-MathStar
5-year Budget Summary
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Connecticut
Award Number R203F990036
Project: Reading is Fundamental Telecommunications Partnership .
Area Cooperative Educational Services
P~ter C. Young
Executive Director
205 Skiff Street
Hamden, CT 06517 -1095
Contacts:
Ms. Nancy Blanton
Project Director
10905 Fort Washington Road, Suite 300
Fort Washington, MD 20744-5843
Mi.
Phone:
301-292-9800 ext. 100
203-407-4400
Fax:
301-292-0829
203-407-4590
Email:
phoebuscom@aol.com
young@aces.k12.ct.us
Project Focus: Reading is Fundamental Telecommunications partnership will promote and support
children and their families to become effective readers. This project will use satellite-delivered training
programs along with innovative Internet-based activities to train parents and volunteers how to develop
effective, motivated readers. The project will try to demonstrate how telecommunications technologies
can help to create a nation of readers through this innovative telecommunications reading initiative.
This project represents an innovative and ambitious nationwide telecommunications reading initiative,
using satellites, Palm Pilots, CD-ROMs, videos and on-line, web-based activities to expand access,
exponentially, to training on how to prepare children to read, how to read to children, and how to help
children become effective readers. The project will use satellite-delivered training programs, along with
innovative Internet-based activities, to train parents and volunteers how to develop effective, motivated'
readers. The target audiences for this project are children, age's birth to 11 years old.
Aces Cooperative Educational Services-Reading is
Partnership
Fundamen~al
Telecommunications
5-year Budget Summary
Applicant Name
1st Year
Funds
I
'
2 nd Year
Funds
i 3rd Year
I Funds
4th Year
Funds
5 th Year
Funds
r~~~$2,OO~~I~E1[$2'OOO'000 1$10
Hawaii
Award Number R203F990026
Project: NEARStar (Network for English Acquisition and Reading)
Pacific Resources for Education and Learning (PREL)
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Contact:
Dr. John W. Kofel
Proj ect Director'
Alii Place, 25th Floor
1099 Alakea Street
Honolulu, HI 96813-4513
Phone:
808-441-1300
Fax:
808-441-1385
E-Mail:
kofelj@pre1.org
Pro.iect Focus: NEARStar will focus on creating a distributed learning environment that will improve
readIng skills for limited or non-English speaking students and also provide professional development
for teachers. This project will foster telecommunications infrastructure and end-user equipment to ensure
the effective utilization of the project over the Internet and World Wide Web.
Project proposes to develop interactive web based software to address the needs of English as Second
Language (ESL) students and their teachers. NEARStar's web based learning program will support
students in developing English language and reading skills. Teachers willbe able to instantly access
diagnostic information about individual students or for the whole class. These diagnostic results will
lead teachers directly to NEARStar's professional development component, which will be available in a
variety of configurations and media. Through the program, teachers will have access to leading reading
and English as Second Language experts; additional materials and resources in specific skills- such as
vocabulary building; and video streaming examples of research based effective instructional practices in
real classrooms as part of university-level on-line course work and on-line collaborative inquiry groups.
Pacific Resources for Education and Learning-NEARStar
5-year Budget Summary
:E---'----"------Ir=='-
!
1" YearJ 2nd Year
Funds
Funds
Applicant Name
i
_
_
_
nnn
____
__
_
i Pacific Resources for
!
i Education and Learning
!
4th Year
Funds
5 th Year
Funds
$'1,998,214
3 rd Year
Funds
$1,998,286
_
I $1,999,990
$1,985,147
$1,991,650
l~$9,
i
!
1_,
!
j
--'
,
New Mexico
Award Number R203F990015
Project: The TECH Share Project
Gallup-McKinley County Schools
Contact:
Phone:
505-722-7711
Fax:
505-722-8913
E-Mail:
30f5
Mr. Robert Gomez'
Proj ect Director
P.O. Box 1318
Gallup, NM 87305-1318
stalcup@gmcs.k12.nm.us
11/9/19992:34 PM
�.
1999 Star School Awards
http://www.ed.gov/prog_info/StarSchools/99starschoolawards.html
Pro~ect Focus: TECH Share will improve student learning through the use of teacher-created,
proessionally honed learning modules. These modules will be technology driven and standards-based,
with embedded strat~gies for teaching English to Speakers of Other Languages, and multicultural
sensitivity. The TECH Share project will produce standards-based, electronic-based, curriculum modules
to be utilized by teachers in the classrooms.
.
The TECH Share Project is designed to use tpe multimedia capability of the Internet to provide
interactive text, audio, and video on demand to support standards-based learning activities. The focus of
the project will be to improve student learning through the use of teacher-created and professionally
enhanced learning modules. These modules will be technology driven and will incorporate embedded
strategies for Teaching English to Speake~s of Other Languages (TESOL), as well as, multicultural
sensitivity. A unique feature of the proposed project is that it will have as partners three Technology
Innovation Challenge Grant projects so that materials and products that are being developed can be
disseminated to a wider audience. When implemented, the overall scope of the project will service some
80,000 students, most of whom are either Limited English Proficient (LEP), low income, or both, and
most of whom perform well below the national averages in academic achievement.
Gallup-McKinley County Schools-TECH Share Project
S-year Budget Summary
Applicant Name
1st Year
Funds
Gallup-McKinley County
Schools
2nd Year
Funds.
$1;992,656
3rd Year
Funds
$1,930,360
1
i
4th Year
Funds
Sth Year
Funds
$1,958,320
$1,998,006
t
!
I[
[$9:
I
Washington
Award Number: R203F990010
, Project: Corrections Learning Network
Educational Service District 101
Contacts:
Dr. LeRoy Bauer
. Project Director
1025 West Indiana Avenue
Spokane, W A 99205-4400
Mr. TerrY A. Munther
Superintendent
1025 West Indiana Avenue
Spokane, W A 99205-4400
Phone:
509-323:.2745
509-456-6320
Fax:
509-323-2758
509-456-2999
Email:
Ibauer@esd1 01.net"
tmunther@esdi OI.net
Project Focus: The Corrections Learning Network will place special focus on the specific needs for
adults in correctional facilities, such as victim empathy, wellness education"and anger management. It
will also develop multiple technology channels which do not currently exist. The Correction,S Learning
Network will also develop a series of programs that will focus on topic such as computer operating
systems, networks basic software applications, peripheral hardware, telecommunications and
applications in the workplace.
This consortium proposes to provide technology based, interactive instructional programming to adult
correctional facilities. The Corrections Learning Network will be piloted in Florida and Washington
state and then disseminated nationally. The project will provide: 1) education for incarcerated adults, 2)
40f5
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�· 1999 St'lJ School Awards
http://www;ed.gov/prog_info/StarSchoolsl99starschoolawards.html
professional development for educators, and 3) system enhancements benefiting all audiences. A
third-party evaluation providing qualitative and quantitative analyses to assess the impact on teaching
and learning will measure project effectiveness.
Educational Service District IOI-Corrections Learning Network
5-year Budget Summary
-"
Applicant Name
..
2nd Year·
Funds
pt Year
Funds
___ ••••••••••• __
Educational Service .
District 101
.,,~_.
___ mmm""
__
.. .
3 rd Year
Funds
.__ ... _
..........
$1,762,545
I
$1,756,521
$1,802,797
4th Year
Funds
..
$1,867,537
5th Year
Funds
-.,., *
$1,998,313
Ir
9
Last update June 17, 1999 (!EY.
S ofS
1119119992:34 PM
�Star Schools -- Evaluation
. I
-
http://www.ed.gov/proLinfo/StarSchools/eval.html
"
Star Schools
Evaluation
Evaluation,
The following represents the highlights of the first formal evaluation of the Star Schools Program: '
• More than 30 full courses were offered through the program that otherwise would not have been
available to participating students across the country. Foreign language courses comprise the '
largest number of full-course offerings including Spanish, Russian, Japanese, and Latin, followed
by mathematics, science, and advanced placement English.
• Full courses and instructional modules delivered through the program support and extend state and
local educational reform efforts. The full courses enable students to meet high school graduation
and college entrance requirements; the instructional modules, electronic field trips, and special
, targeted programming are aligned with current standards-based systemic reform efforts.
• Teachers reported changes in their behavior as a result of participating in the program which
ranged from using different and varied curriculum materials, increased use of cooperative
learning, and an increase in the use of multiple technologi!es.
• Curriculum experts rated Star Schools mathematics and science curricula highly with regard to
their content and the instructional processes used. Teachers wereprovided with models of
exemplary instructional practices.
"
Challenges
• Staff development - Despite providing teachers with 'models of exemplary instructional practices,
staff development efforts tended to be single teleconference presentations. Greater attention needs
to be paid to developing more effective and long-standing models of staff development for
teachers, administrators, and others including parents.
• Equity and longevity of services - One of the critical needs remains to provide more students with
continuous and equitable access to engaging and challenging learning models which distance
learning technologies can offer.
• Increased interaction among students - In spite of increased interest in the use of
telecommunications, interaction among qistance education students is minimal, particularly as
class sizes across schools increase.
An evaluation of the Star Schools Programwas conducted from October 1992 through December 1994
under a two-year contract with the Southwest Regional Educational Laboratory (SWRL). Below is the
Executive Summary.
Executive Summary
Congress enacted the Star Schools Program Assistance ACt in FY 1988. When Congress reauthorized
the program in 1991, it also required that the program be evaluated. This report is responsive to that
mandate.
The intent of the legislation was to capitalize on new interactive communication technologies. By so
doing, educators would be able to improve instruction in mathematics, science, foreign languages, adult
literacy, and other subjects, especially to traditionally underserved students.
The Office of Educational Research and Improvement (OERI)ofthe U.S. Department of Education
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�Star Schools -- Evaluation
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administers the program. At the time of data collection for this report, three successive cycles of
two-year Star Schools projects had been funded from annual appropriations that have ranged from $13
million to $22 million. During the first three cycles of funding, 10 Sta~ Schools projects were funded.'
This report describes the activities of the Star Schools projects funded between 1990 and 1994, with
particular emphasis on the projects funded in the third cycle. Information was obtained through project
records and interviews with project staff, as well as by site visits to the funded projects and 34 schools
that participated in Star Schools activities. In addition, a group of curriculum experts reviewed curricula
offered through the Star Schools Program.
Pluses and Minuses of the Star
Sch~ons
Program
Pluses
1. Over 30 separate full courses are offered that otherwise would be unavailable to participating
students. These courses include Spanish, Russian, Japanese, Latin, mathematics, science, and
advanced placement English. Foreign languages comprise the largest number of full-course' ,
offerings.
2. Students in 10 major urban areas, as well as in' other communities, have access to curriculum and
instruction that supplement their classroom experiences. These supplemental courses, mainly in
mathematics and science, involve students in hands-on activities and provide models of best
practice to their teachers.
3. Both supplemental and full courses offered through the Star Schools Program support and extend
state and local educational reform efforts. The full courses enable students to meet higher high
school graduation and college entrance requirements; the supplemental courses and modules are
aligned with current standards-based systemic reform efforts.
4. Star Schools activities were generally more successful in schools and districts that were
committed to the success of distance learning. Even full courses that do not require a certified
teacher benefited from a facilitator who invested in the distance learning program. The statewide
program, although in the early stages of implementation wheri the evaluation took place, focused
primarily on building local capacity for distance learning.
5 . .In schools in which they received support for involvement in Star Schools, teachers reported
changes in their behavior ranging from the use of different curriculum materials, increased use of
cooperative learning, and an increase in the use of multiple technologies.
6. Curriculum experts rated Star Schools mathematics and science curricula highly with regard to
their content and the instructionalyrocesses used.
7. Participating teachers and facilitators cite exposure to students in diverse communities as a value
of the distance learning program.
Minuses
1. The two-year funding limitation continued to present a severe limitation on project activities.
Particularly for new projects, the first year was spent building the necessary support for the
technological infrastructure, including providing equipment, training teachers, and gathering
materials. The time constraint was particularly problematic for complex projects using multiple
technologies, those developing new applications of existing technologies, and those seeking to
reach new audiences.
2. Aside from the staff development benefits accrued from providing teachers with models of
exemplary instructional practices, staff development remains a problem for Star Schools projects. '
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1119/19992:36 PM
�Star Schools -- Evaluation
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Most staff development consists of "one-shot" teleconference workshops, which appear
underused. Projects have little information about who participated and benefited. Alternative,
more focused, and more effective models of staff development are seldom used in the Star Schools
Program.
3. Successful implementation and positive impact of Star Schools activities are largely influenced by
conditions at the district and school levels. Star Schools projects do not attend sufficiently to
school-site concerns and, therefore, are not as successful as possible.
4. Curriculum experts in mathematics, and science rated Star Schools curricula as low in the
attention to students' learning how to learn and communication. There was great variability ih the
extent to which curricula could be used with diverse learners.
5. Although Star Schools distance learning providers have developed approaches to increasing
interactivity using satellite-based distance learning, other technologies are less widely used. Such
technologies, although expensive, show great promise for fostering meaningful interaction across
sites without simultaneous participation.
6. Star Schools activities' seldom involve interactions among students across sites. Despite this,
participating teachers and facilitators cite exposure to other students as a value of the distance
learning program.
7. Projects provided little data on program 'effectiveness, particularly regarding student outcomes.
Limited evidence indicates that Star Schools distance learning in full courses is as effective as
other means of instruction. Efforts to evaluate programs in terms of their effects on teaching
practice exist and show positive outcomes, albeit with low response rates.
8. Star Schools activities tend to replicate existing classroom structures and processes rather than
explore uses of distance learning to create chi.ssrooms that enhance students' opportunities to
construct knowledge.
Recommendations
The following recommendations are offered:
1. OERI should continue support for full-course distance learning activities, supplemental courses
and modules," and building local capacity for distance education. The evaluation indicates that the
impact of involvement in distance learning takes time, and federal support is required for
continuous activity.
2. Simultaneously OERI should examine incentives or requirements for Star Schools grant recipients
to offer both full and supplemental experiences equitably. Students in schools serving largely
minority, economically disadvantaged popUlations should have access to advanced courses,
, particularly if they have received strong preparation through earlier participation in Star Schools,
supplemental courses. Similarly, students in isolated rural areas should have the opportunity to
experience the enriched curriculum offered through the supplemental courses.
3. OERI should encourage - through funding decisions, regulations, and incentives - grantees t6
collaborate closely with other~ involved in standards-based systemic reform. As Star, Schools has
increased attention to reform, projects have taken on a gr~ater role as curriculum developers. As
such, grantees should work closely with other individuals and organizations concerned with
curricular and instructional implications of standards-based systemic reform. Star Schools
projects, state education agency personnel, recipients of related grants, regional educational
'laboratories, and national professional organizations could all benefit from such collabonition.
4. Either through the Star Schools Program' or otht:r technology- oriented programs, OERI should
30f6
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�Star Schools
c_
Evaluation
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encourage increased adoption of multiple technologies. Technologies that lend themselves to
interaction more easily than satellite-based systems are more likely to fit with current reform
efforts.
5. Greater attention should be paid to the context in which Star Schools programs are received. For
projects, this may mean focusing on fewer sites and providing support for stronger
implementations than at present and reallocating money to support local sites more fully. Projects
can encourage district and school administrators to select teachers and facilitators who are likely
. to be successful. For OERI, this may mean equal attention in making grants to proposed recipients
as to proposed activities.
6. In line with the previous recommendation, at least one Star Schools research study should focus
on describing the local conditions that enhance successful implementation and impact. Further,
Star Schools dissemination grants should include disseminating information to projects and
potential sites about the support required for success in distance learning.
7. Star Schools Program grant recipients and their evaluators should attend more carefully to
developing an information base. The information should include data concerning the
characteristics of participating students and teachers as well as information about impact. OERI
should provide leadership to ensure that the same types of data are collected across projects.
Project Evaluation Highlights
Each of the projects previously funded under the Star Schools Program included an evaluation
component. In most instances, 'the evaluation strategy involved formative and summative methods. Two
of the former proj ects also included case studies which documented changes' in both student behaviors,
teacher attitudes,and school climate as a result of participation in the Star Schools activities. Some
examples of these findings are presented below:
• cre.-~h_erireporte.d]liat-!l~g~~erve(t.'lif<[oi,~.~Q.yantEg~~sJPF.~n!~~including--:minoritY_arid7·'
.
leaming:ai~a15Jed___stuoents;Were,befL~T~eI::\'~9J)y_)lie_distanc_e_l~mini-curii~Ull.ll1iZprog~@7
\15y_the:regtilai~oLtraditionaLcurriculum!programs.J
.
• Many teachers reported changing their approach to teaching as a result of the Program, including
using and valuing more open-ended, collaborative teaching; interdisciplinary team- teaching; and
new evaluation methods.
• Ninety-six percent (96%) of the science teachers in one project indicated that they had little
competence in science prior to their participating in the program, and therefore, relied almost
exclusively on the classroom textbook when teaching a science lesson. Because of the support
received during the telecast staff development classes and the science classes for students, teachers
indicated that they became more confident in presenting their own lessons and less dependent on
the textbook.
.• l~iits{) ften-take. aoyan~e~t ptacementll~s~s-fQr_coUege R.~,!~fjfs:_ratlierJha!} for. colfeg~
CHavingap.opportl.lnily=tQ !ake diffic)llt~!1_<t~tmlt~nging_cou~in-a-famili~Leriyir<?_!!!l1_eii[gav~
\sfiidel)Js-insmaU;:rurarscfiQ6r~;-adaitiomil confiden~(;:jn lh~g own_academic~al5ilities_and
[reassurancejhanhey~·oula~survive_in~more_c.ompefitiY~=lf6st;sec-6ndary__~duca1iona[environments)
• Several students at a Louisiana high school received college credit based on their scores on an AP
economics exam. The facilitator at the school stated that the satellite course prepared their
students for the entrance exam.
The following are examples at the local level which demonstrate the impact that the Star Schools
program has made:
40f6
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�Star Schools -- Evaluation
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• Leckie Elementary School in Washington, DC, has integrated technology into its total academic
program. The school receives cable, fiber optics and closed circuit transmissions as well as an
ethernet system. Through the coordif?ation of the TEAMS Washington Star Schools Office, Leckie
receives instructional programming and staff development activities from four Star Schools
grantees. One of the special programs which was produced by the School District of Philadelphia
was used to teach elementary school students about the brain, its physiology, mental operations
and other complex aspects. By employing the aid of several medical science experts, a classroom
teacher, and modem technology, the project staff was able to present this subject in an interactive
Teaming mode that was not only understandable to the students but appreciated by the teachers
who participated the presentation. Students and teachers in major urban schools across the country
were able to pose questions during the presentation. Following the on-air presentation, students at
Leckie and other schools across the nation continued to talk about what they had learned through
computerbased networks.
• Teachers at schools like Steele Elementary School in Harrisburg, PA, and Meadowvale
Elementary School in Sunbury, PA, are using an exciting multi-media telecommunications
technology and easy navigational softwa:re to connect to other teachers around the country and to
resource databases around the world via the Internet. Using the Explorer software, created under a
Star Schools grant, teachers point and click on curriculum content, classroom objectives, and
grade level to local multi-media materials and lesson plans that match specific topic areas and
learning outcomes. Materials on the Explorer resource database have been matched to the national
math and science curricula standards. Teachers can add material to the database on a continuing
basis and develop original curriculum to be included in the database.
• Prior to 1990, the local junior high school in a small working class town in Massachusetts had a
departmentalized, homogeneously grouped program. Through participation in and with support
from the Star Schools program, students.at the junior high school became involved in a major
change effort that ultimately transformed teaching and learning for the entire community.
Following intensive preparation by the teachers, students became actively involved in various
telecommunications activities. During the Christmas break, students came into school nine out of
twelve days to work on their science projects, videotaping their reports for later class .presentation.
One parent told his child's teacher, "I never before heard what the kids did at school, but now my
daughter's talking about science on the phone." Teachers across the curriculum are working.
together -- for example, English teachers now work with science students to help them with their
research reports. In 1993, team teaching and "hands-on" strategies were introduced throughout the
junior high school program. The school intends to move block scheduling. Students will spend
half the school year in intensive science/math programs and half the year focusing on
Englishl~ocial studies. Now, all of the town's schools have access to the satellite downlink and the
programs are hooked into the local cable channel so that the entire community has access as well.
• In March 1994, Col. Fred Gregory, a veteran of three space shuttle missions, fielded calls as about
3,500 fourth, fifth, and sixth-graders in schools across the Northwest participated in the Education
Service District 101 's Young Astronaut program, a partnership effort with the Young Astronauts
Council. In November 1994, NASA Astronaut Dick Richards also participated in a live broadcast
with students as part of the course which provides an .overview of science topics framed by the
experiences of people who travel in space.
a
• Students in Georgia who participated in a Star Schools-funded Japanese class taught by native
speaker in Nebraska, won a statewide language competition and then went on to win first, second,
and third place in a national foreign language competition.
• Through the Great Lakes Collaborative, one teacher was able to bring his students into the
exciting world of telecommunications by accessing the Ask A Scientist project, sponsored by the
Argonne National Laboratory. The class was able to pose questions to a host of scientists
electronically and then to receive the responses directly from the scientists. In an effort to involve
the community in this project, the teacher made the communications network available to parents
and other comn1Unity members as they attended the local Science Fair.
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�Star Schools -- Evaluation
http://www.ed.gov/prog_info/StarSchools/eval.html
• In February 1994,25 schools in three States participated in an effort which linked math, science,
social studies and language arts for grades K-9. Participating classrooms were provided with a
weather kit, activity master worksheets, and extension ideas prior to the exercise. During two of
the hardest, coldest winter weeks this century, students reported the temperatures at their sites
several times daily and sent their results electronically to an online server. Information from all the
sites was then collated and sent back to them electronically as raw data for charts, weather
mapping, essays, penpal exchanges and special reports by the students .
• Workplace Basics, a class offered via satellite, is designed to help participants develop and assess
their abilities to deliver the skills employers seek. When a student in north central Washington
was hired into a position over several adults with previous experience, he attributed his success to
interviewing, resume writing, and communication skills sharpened during Workplace Basics
activities which bring the global economy to a local level, and in most instances, offer options
never imagined by students in rural and remote locations.
.
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[Star Schools Abstracts' - - Past and Present]
[Sites with Internet Presence]
Last updated September 26, 1995 (jJ).
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�... Star Schools -- What is the Star Schools Program?
,... ,
Page 1 of2
.':\',
Star Schools -- What is the Star Schools
Program?
The purpose of the Star Schools Program is to encourage improved instruction in mathematics,
science, and foreign language~ as well as other subjects, such as literacy skills and vocational
education, and to serve underserved populations, including the disadvantaged, illiterate, limited
English proficient, and individuals with disabilities through the use of telecommunications. The Star
Schools Program was first authorized in 1988 and was reauthorized most recently under Title III of
the Improving America's Schools Act (PL103-382).
The reauthorization allows the Office of Educational Research and Improvement to make grants·for a
duration of five (5) years and adds authority to make awards for a special statewideproject, special
local project, and for leadership, dissemination and evaluation activities. The Department has
awarded more than $125 million to telecommunications partnerships since the Program was
authorized in 1988. The Program has provided services to more than 6,000 schools in every State, the
District of Columbia, and several territories. Approximately 1,600,000 learners have participated in
the student, staff development, parental, and community':'based activities produced under the Star
Schools Program. However, because programming is also distributed via cable and other services for
which no formal registration is .made, the actual number of individuals who benefitted from this
program is difficult to enumerate.
.
The following statements best describe the program as it has evolved since 1988:
• The Star Schools program is one of the largest networks of public and private sector partners
(schools, school districts, state departments of education, telecommunications entities,
universities, regional service centers, etc.} helping to build the capacity of the education
. community to make effective use of the information superhighway.
• The Star Schools program is a distribution/dissemination system connecting learners of all ages
with peers, experts, resources, and experiences to enhance their lives.
• The Star Schools program is a content-development program, producinga world-wide syllabus
of multi-media applications including semester courses, instructional modules, special topic
video teleconferences, electronic field trips, and access to online resources.
• The Star Schools program is a professional development program, providing teachers,
administrators, policy makers, and others concerned about education with a mechanism to
become better informed.
• The Star Schools program is a national study of the change process, documenting the role of
technology and telecommunications in school reform at both the local and state level and
examining alternative assessment strategies through tec~ology.
.
•. The Star Schools Program is a technical assistance system building thecapacity'of state and
local personnel to make good decisions about investing in and making effective use of the
information superhighway.
For more information contact Jean Tolliver, Technology Applications Team, U.S'-Department of
Education: jean_tolliver@ed.gov
.
http://www.ed.gov/prog- info/StarSchools/whatis.html
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Star Schools -- What is the Star sChooIs'Program?
Page 2 of2
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JStar Schools Abstracts]
[Table ofContentsl
\.
http://www .ed. gov /prog_ info/StarSchoo ls/whatis.html
1118/99
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Andrew Rotherham - Education Series
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Andrew Rotherham
Date
A point or period of time associated with an event in the lifecycle of the resource
1999-2000
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="http://clinton.presidentiallibraries.us/items/show/36329">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954">National Archives Catalog Description</a>
Identifier
An unambiguous reference to the resource within a given context
2011-0103-S
Description
An account of the resource
The Education Series highlights topics relating to class size reduction, test preparation, the Elementary and Secondary Education Act, charter schools, the digital divide, distance learning, youth violence in schools, teacher salaries, social promotion, Hispanic education, standardized testing, and after-school programs. The records include reports, draft legislation, memoranda, correspondence to and from organizations and community leaders that focus on education issues, articles, publications, email, and fact sheets relating to the Administration’s progress on education.
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
An entity responsible for making the resource available
William J. Clinton Presidential Library & Museum
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Extent
The size or duration of the resource.
171 folders in 12 boxes
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
STAR Schools
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Andrew Rotherham
Education Series
Identifier
An unambiguous reference to the resource within a given context
2011-0103-S
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 6
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2011-0103-S-edu.pdf">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Publisher
An entity responsible for making the resource available
William J. Clinton Presidential Library & Museum
Medium
The material or physical carrier of the resource.
Reproduction-Reference
Date Created
Date of creation of the resource.
8/22/2013
Source
A related resource from which the described resource is derived
2011-0103-Sa-star-schools
612954