Summary

The survey findings generally describe a high level of use of content and performance standards among public schools, according to principals. Certain strategies in support of reform, such as strategic plans for enabling all students to achieve to high levels of performance, were likely to have been implemented already.

However, some barriers to applying high standards to all students were perceived, especially for schools with higher proportions of their student populations eligible for free or reduced-price lunches.

These reported barriers include inadequacy of parent involvement, high student mobility, diversity of student populations, language barriers, teaching students who are at different levels, and assessments that do not measure what students can do.

Public school principals found assistance to help them understand and use comprehensive reform strategies and activities, citing institutes or workshops, other principals, the school district, and state- or district-sponsored education conferences as especially helpful. In fact, about half of principals preferred to receive information on reform through institutes or workshops. Less frequently cited sources were U.S. Department of Education regional labs, other U.S. Department of Education offices or programs, the media, and teacher organizations.

Principals of Title I-funded schools generally were not different from those in schools not receiving Title I funds with regard to familiarity with and implementation of comprehensive reform. Principals in Title I schools also reported familiarity with new provisions in the Title I legislation related to comprehensive reform. However, familiarity with provisions does not imply full awareness of what implementing the provisions would entail.

Overall, though, the survey found few differences in reform efforts between different types of schools. Subsequent studies might try to provide a more detailed picture by asking principals to describe the specifics of reform implementation at their school.

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