Program Evaluation: Reading, Math, Science, and Technology Initiatives

Technology-Based Supplemental Instruction Pilot Program in Rural School Districts

The Texas Rural Technology (R-Tech) pilot program provided funds to allow rural middle and high schools to provide supplemental technology training.   

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

Texas Rural Technology (R-TECH) Pilot Program Cycle 1 Final Evaluation Report (Texas Center for Educational Research, November 2010)
Executive Summary (11 pages)

Texas Rural Technology (R-TECH) Pilot Program Second Interim Evaluation Report (Texas Center for Educational Research, February 2010)
Executive Summary (11 pages)

Texas Rural Technology (R-TECH) Pilot Program Interim Evaluation Report (Texas Center for Educational Research, December 2008)
Executive Summary (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 Texas student performed on grade level in reading and mathematics.

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

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

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

Accelerated Reading/Accelerated Math Instruction Programs

Accelerated Reading/Accelerated Math Instruction (ARI/AMI) offered funding to school districts to provide fast-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 Texas 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 the SSI 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 Year (TEA, May 2007)
Executive Summary (8 pages)

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

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

Evaluation of the Accelerated Reading Instruction (ARI) and Accelerated Math Instruction (AMI) Program, 2003-2004 School Year (TEA, June 2005)
Executive Summary (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 instruction to students who were struggling in these two key areas so the students would 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 Year (TEA, February 2009)
Executive Summary (14 pages)

Texas Reading First Initiative

Texas Reading First Initiative (TRFI) allowed participating schools to implement scientifically based reading programs that were intended to help all students achieve reading mastery by the end of Grade 3. The evaluation focused primarily on activities that occurred during the 2005–06 school year.

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

Evaluation of Texas Reading First Activities, Materials and Providers (Hezel Associates, March 2007)
Executive Summary (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. 

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

Evaluation of the Texas Technology Immersion Pilot (eTxTIP), Third-Year Results (Texas Center for Educational Research, January 2008)
Executive Summary (11 pages)

Evaluation of the Texas Technology Immersion Pilot (TIP), Second-Year Results (Texas Center for Educational Research, May 2007)
Executive Summary (12 pages)

Evaluation of the Texas Technology Immersion Pilot (TIP), First-Year Results (Texas Center for Educational Research, April 2006)
Executive Summary (8 pages)

Career and Technology Education Grant Program

The Texas Legislature established Career and Technology Education (CTE) goals for all Texas students in secondary schools. Specifically, it requires that each 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 Texas, please see TEA's CTE page.

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

Evaluation of Texas Career and Technology Education Programs Funded Under the Carl D. Perkins Vocational Education Act (Region VI Education Service Center, June 2007)
Executive Summary (3 pages)

Contact: ProgramEval@tea.texas.gov