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As part of an evaluation of educational projects funded by the Appalachian Regional Commission (ARC) during the 1990s, case studies were conducted at eight sites in four Appalachian states. The sites reflected a range of project types, including school programs, adult literacy, distance education, and dropout prevention. Site visits allowed for a more detailed examination of successful ARC-funded education projects, with an emphasis on achievement of project outcomes, lessons learned, and efforts at sustainability. Several themes emerged across most sites visited. Many grant recipients stressed that even before a project begins, there should be a clear articulation of project goals. The need to cultivate community support for the project was consistently mentioned. Setting aside ample time and resources for designing and planning a project was emphasized. Several sites stressed the importance of specifying the distinct community segments that are to participate in and benefit from project-related activities. Also emphasized was the need for projects to anticipate and make adjustments for the needs and capabilities of their intended beneficiaries. Selecting staff who have an optimal combination of academic, technical, and interpersonal skills, as well as commitment to community service was important. Staff were often most successful when they came from the community. The importance of strong leadership was noted. Integration of services with other agencies often improved services to stakeholders. The best of these projects provided interventions for all family members. Many sites indicated that they would have benefitted from giving more thought to evaluation. (TD)

This report presents findings from an evaluation of 84 educational projects funded by the Appalachian Regional Commission (ARC) during the 1990's. Data were collected via document reviews, interviews, a mail survey completed by 78 projects, and eight site visits. Most projects provided services to rural areas or community segments most in need. Projects primarily served elementary and secondary students and adults. The majority of projects aimed at developing educational resources, providing training to students and other community residents, or installing telecommunications applications. The most common services offered were adult literacy, secondary education, basic skills, and math and science education. Almost three-quarters of survey respondents reported that their level of accomplishment met or exceeded their original expectations. Many projects were able to sustain themselves beyond their ARC grant, but not many had expanded significantly beyond their original mission. Recommendations were made to enable the ARC to further enhance its capacity to assist its educational projects. Performance goals should be clarified and expanded. The ARC should continue to enhance its application workbook and guidelines. Final report requirements should be standardized. The practice of conducting validation visits to a sample of ARC projects should be continued. Workshops in effective data collection and analysis strategies should be provided. The ARC database should be enhanced and its information dissemination practices reinforced. Seven extensive appendices present examples and analyses of outcomes, survey data, notes, methodology, project descriptions, and the survey questionnaire. (Contains 21 tables, 15 figures, and 24 exhibits.) (TD)

Focuses on teachers' preservice qualifications, continued learning, and workplace support. Examines and provides a context for teachers' feelings of preparedness to meet new challenges posed by education reforms, technological changes, and increased student diversity. (Author/SLD)