The state-focused projects were identified jointly with educators in the states and complement each state's education initiatives. In Kentucky, the study looks at the development and assessment of student writing portfolios in schools where high percentages of at-risk students have improved their writing portfolio scores from the apprentice to the proficient level--the second and third steps in the four-level scoring system of Kentucky's new, performance-based statewide testing program. AEL seeks to identify factors present in these improving schools that help students reach higher levels of success.

In Tennessee, the AEL study is designed to increase knowledge about ways to make the Internet a part of meaningful instruction in classrooms. The project relies on the best practices of a group of exemplary teachers known to effectively integrate the Internet with instruction. Documentation of their practices will inform the design and testing of professional development processes and materials for use with others.

The changing role of departments of education across the country--from monitoring to providing support and assistance--is the stimulus for the Virginia study. AEL and the state department of education are working together to develop and test a system the state can use to provide school divisions with technical assistance that supports both the implementation of Virginia's revised Standards of Learning and the academic achievement of all students, especially those in high-need schools.

Staff is working with the West Virginia School-to-Work State Steering Committee to design a project that will focus on career guidance strategies in building school-to-work systems in local school districts.