



This question identifies the classic mixedlevel analysis problem inherent in a reform program like LSC. That is, projects are providing professional development to teachers, while ultimately needing to isolate the effects of their instruction on student performance. Indeed, the LSC projects are expected to have an impact on students ostensibly improving their achievement in mathematics and science. Although the training is targeted for teachers, the expectation is that teachers will evidence improvement in their instruction, thereby benefiting the students. The teachers are the vehicles for the instruction, which is an intervening variable. It is therefore important to develop measures of implementation as well as measures of student achievement.
Joy Frechtling,
2/9/2001


