U.S. Department of Education
Title I, Part C Migrant Education Program
PSA partnered with SRI to study the implementation of the Title I, Part C Migrant Education Program. The study focused on developing an in-depth understanding of how states, districts, and schools organize educational services to support the needs of migratory children and youth. The study included surveys of all 46 state MEP directors and 800+ local/regional MEP coordinators as well as site visits to a purposive and nested sample of 10 state MEP grantees, 20 local/regional MEP subgrantees (two per state), and 40 schools or projects (approximately four per state), a literature review, and analyses of extant data. The study examined how state MEP grantees and local/regional subgrantees implemented the program’s four central components: (1) identification and recruitment, (2) records transfer, (3) service delivery, and (4) coordination and collaboration—and thereby positioned the program to achieve its longer-term goals of reducing barriers to migratory children’s school success, closing the gaps in their academic achievement, and increasing their high school graduation rates.
Study of the Implementation of the ESEA Title I — Part C Migrant Education Program Volume I
Study of the Implementation of the ESEA Title I — Part C Migrant Education Program Volume II: Technical Appendices
Results in Brief: Study of the Implementation of the ESEA Title I, Part C Migrant Education Program
Title VI Indian Education Grants to LEAs Program
PSA partnered with SRI to study the implementation of the Title VI Indian Education Grants to LEAs Program. The study focused on developing an in-depth understanding of how states, districts, and schools organize educational services to support the needs of American Indian and Alaska Native (AI/AN) children and youth. The study included surveys of all 800+ Title VI district, BIE, and tribal grantees as well as site visits to a sample of Title VI-funded projects, a literature review, and analyses of extant data. The study was intended to describe the strategies grantees use to address the unique education and culturally related academic needs of AI/AN students to enable them to meet the standards expected of all students.
Implementation of the Title VI Indian Education Formula Grants Program: Volume I: Final Report
Implementation of the Title VI Indian Education Formula Grants Program: Volume II: Technical Appendices
Results in Brief: Implementation of the Title VI Indian Education Formula Grants Program
PSA developed a concept paper that examined accountability indicators for Indian Education Formula Grants. The concept paper provides a definition of accountability and proposes an accountability system for the formula grants that emphasizes compliance with legal statutes and regulations as well as global and project-specific performance indicators for activities performed by OIE staff, project grantees, program outcomes.
PSA conducted a study of Title IX formula grants (the predecessor to Title VI, funded under the reauthorization of the Elementary and Secondary Education Act, as amended under the Improving America’s Schools Act of 1994), including a detailed review of a sample of Title IX grant applications submitted by local education agencies and interviews with key staff. The study aimed to identify the strengths and weaknesses of LEAs’ comprehensive plans to meet the culturally-related academic needs of American Indian and Alaska Native students. The study also aimed to assess the overall quality and feasibility of the plans. The study yielded a training guide for use by technical assistance providers to help LEAs develop comprehensive plans.
PSA conducted a study of six Indian Education Technical Assistance Centers (IETACs). The study examined and assessed IETAC-provided services and identified factors that influenced their effectiveness. PSA reviewed IETAC-related documents, conducted a literature review on Indian education, conducted interviews with representatives from national and state Indian education organizations and state education agencies as well as interviews with Office of Indian Education personnel, conducted site visits to the IETACs, and surveyed recipients of IETAC services.
Education for Homeless Children and Youth Program
For the U.S. Department of Education, PSA evaluated the federal program to support the education of homeless children and youth under the McKinney Vento Homeless Services Act. PSA has conducted three national evaluations of the Education for Homeless Children and Youth Program on behalf of the U.S. Department of Education. For each of those studies, PSA administered a state survey and a district survey to assess the needs of homeless youth, the education-related services delivered to them, and the challenges that school systems and state education agencies experience in assessing student needs and delivering appropriate services. The studies include an assessment of state and local efforts to coordinate and collaborate across programs, agencies, and organizations on issues related to serving the educational needs of homeless children and youth.
An Evaluation of State and Local Efforts to Serve the Educational Needs of Homeless Children and Youth
Access and Achievement: Reducing Barriers for Homeless Children and Youth
The Education of Homeless Children and Youth Program: Learning to Succeed
State and District Implementation of the Education of Homeless Children and Youth Program
National Environmental Education Foundation
The U.S. Department of Education (ED), the National Park Service (NPS), Bureau of Indian Education (BIE), and the National Environmental Education Foundation (NEEF) (herein referred to as the Partnership) collaborated to provide place-based science, technology, engineering, and math (STEM) programming to elementary, middle, and high school students attending BIE schools. The Partnership, one of three interagency collaborations supported by the ED’s 21st Century Community Learning Centers program (21st CCLC) to improve STEM education in out-of-school time (OST) programs, was created to engage traditionally underserved American Indian students in inquiry-based natural resource monitoring and citizen science programs at seven National Park Service-Hands on the Land (NPS-HOL) sites while building the capacity of local 21st CCLC and school staff to deliver STEM programming. PSA examined the implementation and early impact of the partnership.