ɬÀï·¬

Technology-Based Supplemental Instruction Pilot Program in Rural School Districts

The ɬÀï·¬ Rural Technology (R-Tech) pilot programÌýprovided funds to allow rural middle and high schools to provide supplemental technology training.ÌýÌýÌý

The evaluation reports and executive summaries are available from the links below:

ɬÀï·¬ Rural Technology (R-TECH) Pilot Program Cycle 1 Final Evaluation ReportÌý(ɬÀï·¬ Center for Educational Research, November 2010)
Executive SummaryÌý(11 pages)

ɬÀï·¬ Rural Technology (R-TECH) Pilot Program Second Interim Evaluation ReportÌý(ɬÀï·¬ Center for Educational Research, February 2010)
Executive SummaryÌý(11 pages)

ɬÀï·¬ Rural Technology (R-TECH) Pilot Program Interim Evaluation ReportÌý(ɬÀï·¬ Center for Educational Research, December 2008)
Executive SummaryÌý(8 pages)

The Student Success Initiative

Created in 1999, the purpose of the Student Success Initiative (SSI) was to offer a system of academic support programs to help ensure that every ɬÀï·¬ student performed on grade level in reading and mathematics. Please seeÌýÌýfor more information.

The evaluation reports and executive summaries are available from the links below:

The Student Success Initiative: 2009-2010 Biennium Evaluation ReportÌý(TEA, January 2011)
Executive SummaryÌý(9 pages)

The Student Success Initiative: An Evaluation ReportÌý(TEA, January 2009)
Executive SummaryÌý(13 pages)

Accelerated Reading/Accelerated Math Instruction Programs

Accelerated Reading/Accelerated Math Instruction (ARI/AMI)Ìýoffered funding to school districts to provideÌýfast-tracked instruction to students in Kindergarten through Grade 6 who were performing below grade level in reading and mathematics. The funding provided to school districts and charter schools each fiscal year was based on the number of students who did not meet the state standard on the Grade 3 reading ɬÀï·¬ Assessment of Knowledge and Skills (TAKS) and the Grade 5 mathematics TAKS the previous year. The evaluation of ARI/AMI for the 2006–07 school year was included in theÌýSSI Report.

The evaluation reports and executive summaries are available from the links below:

Evaluation of the Accelerated Reading Instruction (ARI) / Accelerated Math Instruction (AMI) Program, 2005-2006 School YearÌý(TEA, May 2007)
Executive SummaryÌý(8 pages)

Accelerated Reading Instruction (ARI) / Accelerated Math Instruction (AMI) Program: Updated Performance ReviewÌý(TEA, May 2007)
Executive SummaryÌý(4 pages)

Evaluation of the Accelerated Reading Instruction (ARI) / Accelerated Math Instruction (AMI) Program, 2004-05 School YearÌý(TEA, May 2006)
Executive SummaryÌý(5 pages)

Evaluation of the Accelerated Reading Instruction (ARI) and Accelerated Math Instruction (AMI) Program, 2003-2004 School YearÌý(TEA, June 2005)
Executive SummaryÌý(5 pages)

Intensive Reading Instruction/Intensive Math Instruction

Beginning in 2006, Intensive Reading Instruction/Intensive Math Instruction (IRI/IMI) program funds served those schools exhibiting the most difficulty in improving reading and math achievement. IRI and IMI funding was noncompetitive and provided to schools with students enrolled in Grades 4-6 that failed to improve student performance in reading and mathematics. Grantees were required to use these funds to provide immediate, targeted instructionÌýto students who were struggling in these two key areas so the studentsÌýwould be able to meet the grade advancement requirements and master grade level curriculum expectations.

The evaluation report and executive summary are available from the links below:

Evaluation of the Intensive Reading Instruction (IRI)/Intensive Math Instruction (IMI) Program, 2006-2007 School YearÌý(TEA, February 2009)
Executive SummaryÌý(14 pages)

ɬÀï·¬ Reading First Initiative

ɬÀï·¬ Reading First Initiative (TRFI)Ìýallowed participating schools to implement scientifically based reading programs thatÌýwere intended to helpÌýall students achieve reading mastery by the end of Grade 3. The evaluation focused primarily on activities that occurred during theÌý2005–06 school year.

The evaluation report and executive summary are available from the links below:

Evaluation of ɬÀï·¬ Reading First Activities, Materials and ProvidersÌý(Hezel Associates, March 2007)
Executive SummaryÌý(2 pages)

Technology Immersion Pilot

Concluding in 2007-2008, the purpose of the Technology Immersion Pilot (TIP) was to explore the impact of technology immersion on student progress by providing students with wireless mobile computing devices and other appropriate learning technologies that have been shown to improve student achievement.Ìý

The evaluation reports and executive summaries are available from the links below:

Evaluation of the ɬÀï·¬ Technology Immersion Pilot (eTxTIP), Third-Year ResultsÌý(ɬÀï·¬ Center for Educational Research, January 2008)
Executive SummaryÌý(11 pages)

Evaluation of the ɬÀï·¬ Technology Immersion Pilot (TIP), Second-Year ResultsÌý(ɬÀï·¬ Center for Educational Research, May 2007)
Executive SummaryÌý(12 pages)

Evaluation of the ɬÀï·¬ Technology Immersion Pilot (TIP), First-Year ResultsÌý(ɬÀï·¬ Center for Educational Research, April 2006)
Executive SummaryÌý(8 pages)

Career and Technology Education Grant Program

The ɬÀï·¬ Legislature established Career and Technology Education (CTE)Ìýgoals for all ɬÀï·¬ students in secondary schools.ÌýSpecifically, it requires thatÌýeach public school student master the basic skills and knowledge necessary for: 1) managing the dual roles of family member and wage earner; and 2) gaining entry-level employment in a high-skill, high-wage job or pursuing postsecondary education. For additional information about CTE in ɬÀï·¬, please seeÌýTEA's CTE page.

The evaluation report and executive summary are available from the links below:

Evaluation of ɬÀï·¬ Career and Technology Education Programs Funded Under the Carl D. Perkins Vocational Education ActÌý(Region VI Education Service Center, June 2007)
Executive SummaryÌý(3 pages)

Contact:ÌýProgramEval@tea.texas.gov