View Research by Author - Kristi Kimball

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This paper reports results of the first systematic analysis of the progress of standards-based reform in U.S. school districts. Using data from a recent national survey of school districts and a companion national survey of schools, we find that not only do districts appear to play an important role, bigger districts appear to be particularly successful in promoting reform. Those who see reform as an exclusively state-school process may miss key ingredients for success. It is also a mistake to assume that large districts are not responsive. The benefits of larger size, however, appear to be moderated in high-poverty districts.

This study represents the first systematic national feedback from states and school districts on the state of education reform since the passage of the Goals 2000: Educate America Act and the reauthorization of the Elementary and Secondary Education Act (ESEA) in 1994. It presents findings from a national mail survey of school districts and a telephone or in-person survey of state officials in all 50 states and the District of Columbia. The surveys were undertaken to collect information from district- and state-level administrators about their views of standards-based reform and the new statutory provisions in the ESEA, the progress they are making in reform, the areas where they need more information and assistance, and the sources of assistance they find most helpful. The study responds to Congressional mandates in Sec.1501 and Sec.14701 of the ESEA for the U.S. Department of Education (ED) to report on progress in implementing federal programs and their impact on reform.

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