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The Office of Educational Research and Improvement (OERI) in the U.S. Department of Education has a mandate for expanding knowledge of teaching and learning and for improving education in this country.This book focuses on how OERI can better fulfill that mission in light of what is known about why prior education reforms have often failed, what is needed to enhance the effectiveness of such efforts, and what education research and development can contribute to better schools.The history, mission, governance, organization, functions, operations, and budgets of OERI are analyzed. Recommendations are made for restructuring OERI, expanding funding, involving scholars from many fields, and engaging teachers and school principals in improvement efforts.

Discusses the history and politics of H.R. 3801, an act to provide for the improvement of federal education research, statistics, evaluation, information, and dissemination, focusing on antecedents (the 1994 legislation), consequences of the 1994 election, experience of the Office of Educational Research and Improvement, federal education research politics in 2000, accountability, history of the Institute of Education Sciences legislation, Senator Jeffords' work, and the political prognosis. (SM)

Describes United States literacy characteristics, based on April 2000 reports from the Organisation for Economic Cooperation and Development and the U.S. Department of Education's Office of Educational Research and Improvement. Discusses Angoff methods for evaluating validity of high-stakes testing programs in Massachusetts and Virginia. (MLH)

Discusses historical and current federal role in educational research and development; asserts need for improved quality and expanded scope of research from Department of Education's Office of Educational Research and Improvement. Describes shortcomings and desired changes; advocates creation of independent R&D agency and open competition for federal research funds. (KSB)

The government-funded studies in this special \"Kappan\" section show that changing one aspect of the educational system is extraordinarily difficult. The system is allergic to change, teachers are inadequately prepared, and attitudes are key to the intractability problem. Cooperative and productive learning should be overarching concerns. Too many schools remain boring and uninteresting places. (MLH)

The federal government has been collecting, analyzing, and disseminating educational statistics for more than 130 years. Over time the focus has shifted from data gathering to research and development (R&D) to find more effective ways of educating children. Educational research and development, however, has not been held in high esteem by most academics and policymakers in the twentieth century. In this paper, the author examines the history of the federal Office of Educational Research and Improvement (OERI). He addresses seven issues: (1) the relative independence of OERI; (2) the quality and quantity of the research staff; (3) the funding and flexibility in the allocation of resources; (4) the fragmentation of the research and development efforts; (5) the quality of the research and development produced; (6) the intellectual leadership at OERI; and (7) the role of politics in the agency. He finds that OERI, originally known as the National Institute of Education, has never been able to attract a distinguished group of education researchers, nor has it ever been able to escape the suspicion on Capitol Hill that its research is affected by political considerations. This perception has been strengthened by the lobbying activities of the federal regional education laboratories, as well as by the Clinton administration's surprise decision not to reappoint the well-regarded commissioner of education statistics in 1999. The author offers suggestions for strengthening the research agency and considers proposals for reconstituting it as a quasi-independent agency with its own bipartisan board, but warns that the agency may not survive unless it can command broad respect for the quality of its research. Comments by Carl F. Kaestle and Thomas K. Glennan, Jr. are included. (Contains 75 notes.)

Reviews 30 years of research, concentrating on ongoing reform initiatives and 18 programs designated as effective with at-risk students. Identifies broad, overarching conditions essential for transporting isolated successes to all schools serving at-risk students. Outlines key characteristics of two promising models: community in schools and schools as high-reliability organizations. (15 references) (MLH)

The OERI-funded research summarized in this special \"Kappan\" section constitutes a \"trickle-up\" research agenda animated by real respect for local autonomy and unwavering commitment to public service. The most valuable research will emerge from a collaborative culture uniting university-based researchers, K-12 practitioners and administrators, parents, policy makers, and others. (MLH)

This interview with Assistant Secretary of Education for the Office of Educational Research and Improvement (OERI) Sharon Robinson describes the new organization of OERI and its new emphasis on accessibility and information dissemination. It outlines plans for the agency and goals for educational research. (SLD)