During the 1996-97 and 1997-98 school years, the Council for School Performance and the Applied Research Center of Georgia State University conducted an evaluation of the lottery-funded Georgia Prekindergarten Program. Using data collected through classroom site visits and surveys of teachers in those classrooms, this evaluation compares the quality of classrooms from one year to the next, looks at the relationship between teachers' beliefs and classroom quality, and provides information about the Georgia Prekindergarten Program's teachers and their classrooms.

In 1996, the Office of School Readiness commissioned a longitudinal study of the effectiveness of Georgia's Prekindergarten Program in getting four year-olds ready for school and improving their educational success. This executive summary presents the major findings from the third year of the study conducted by the Applied Research Center at Georgia State University. The full report provides details of the findings and the methods used in the study.

During the 1996-97 and 1997-98 school years, the Council for School Performance and the Applied Research Center of Georgia State University conducted an evaluation of the lottery-funded Georgia Prekindergarten Program. Using data collected through classroom site visits and surveys of teachers in those classrooms, this evaluation compares the quality of classrooms from one year to the next, looks at the relationship between teachers' beliefs and classroom quality, and provides information about the Georgia Prekindergarten Program's teachers and their classrooms.

In 1996, the Office of School Readiness commissioned a longitudinal study of the effectiveness of Georgia's Prekindergarten Program in preparing four year-olds for school and improving their educational success. This executive summary presents the major findings from the fourth year of the study conducted by the Applied Research Center at Georgia State University. The full report provides details of the findings and the methods used in the study.

In 1996, the Office of School Readiness commissioned a longitudinal study of the effectiveness of Georgia's Prekindergarten Program in getting four year-olds ready for school and improving their educational success. This executive summary presents the major findings from the third year of the study conducted by the Applied Research Center at Georgia State University. The full report provides details of the findings and the methods used in the study.

During the 1996-97 and 1997-98 school years, the Council for School Performance and the Applied Research Center of Georgia State University conducted an evaluation of the lottery-funded Georgia Prekindergarten Program. Using data collected through classroom site visits and surveys of teachers in those classrooms, this evaluation compares the quality of classrooms from one year to the next, looks at the relationship between teachers' beliefs and classroom quality, and provides information about the Georgia Prekindergarten Program's teachers and their classrooms.

Abstract pending.

A long-standing school reform program in Georgia, known as the League of Professional Schools, has succeeded in improving the performance of its member schools. The League of Professional Schools is a Georgia based reform effort that emphasizes teacher participation in informed decision-making within schools. More than 100 schools throughout the state have enrolled themselves in the League. The Council for School Performance, which is housed within the Applied Research Center in the School of Policy Studies at Georgia State University, found a pattern of higher performance in League elementary schools than in similar elementary schools. Using the indicators of student achievement from the Council for School Performance elementary school reports, researchers found that schools participating in the League of Professional Schools performed better on all indicators and significantly better on one-third of the indicators. The evaluation concludes that this broad-based reform effort had specific and measurable impacts on student performance.