View in EDS

Evaluation of the 2019-24 Comprehensive Centers Program: Early Implementation and Interim Outcomes. Evaluation Report. NCEE 2026-005r

Saved in:
Bibliographic Details
Title: Evaluation of the 2019-24 Comprehensive Centers Program: Early Implementation and Interim Outcomes. Evaluation Report. NCEE 2026-005r
Language: English
Authors: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), Abt Global
Source: National Center for Education Evaluation and Regional Assistance. 2026.
Availability: National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Contract Number: 91990019C0077
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Educational Legislation, Elementary Secondary Education, Federal Legislation, Public Agencies, Technical Assistance, Needs Assessment, Educational Needs, COVID-19, Pandemics, Program Implementation, Resource Centers, Program Evaluation
Laws, Policies and Program Identifiers: Elementary and Secondary Education Act, Every Student Succeeds Act 2015
Abstract: State and local education agencies have faced increased responsibilities for school improvement resulting from both changes in federal law and the COVID-19 pandemic. They could choose to turn to the U.S. Department of Education-funded Comprehensive Centers for assistance in fulfilling these federal obligations. The Centers aim to provide technical assistance services and resources to help agencies close achievement gaps, with a recent emphasis on expanding capacity to use evidence-based strategies. In 2019 the Department revised the Centers' program structure--shifting the number and focus of some Centers and encouraging greater collaboration--to promote more responsiveness and efficiency in addressing agencies' potentially varying needs. This report is from a Congressionally mandated evaluation of the 20 Centers awarded grants at that time and describes the early delivery, reported challenges, and perceived usefulness of their technical assistance in this altered landscape. The analysis focuses on whether that assistance reflected the goals of the 2019 policy changes, drawing on both Center-reported data and a survey of technical assistance recipients.
Abstractor: As Provided
IES Funded: Yes
IES Publication: https://ies.ed.gov/use-work/resource-library/report/evaluation-report/evaluation-2019-24-comprehensive-centers-program-early-implementation-and-interim-outcomes
Entry Date: 20260101
Accession Number: ED682086
Database: ERIC
Description
Abstract:State and local education agencies have faced increased responsibilities for school improvement resulting from both changes in federal law and the COVID-19 pandemic. They could choose to turn to the U.S. Department of Education-funded Comprehensive Centers for assistance in fulfilling these federal obligations. The Centers aim to provide technical assistance services and resources to help agencies close achievement gaps, with a recent emphasis on expanding capacity to use evidence-based strategies. In 2019 the Department revised the Centers' program structure--shifting the number and focus of some Centers and encouraging greater collaboration--to promote more responsiveness and efficiency in addressing agencies' potentially varying needs. This report is from a Congressionally mandated evaluation of the 20 Centers awarded grants at that time and describes the early delivery, reported challenges, and perceived usefulness of their technical assistance in this altered landscape. The analysis focuses on whether that assistance reflected the goals of the 2019 policy changes, drawing on both Center-reported data and a survey of technical assistance recipients.