This project is concerned with the general problem of translating policies designed to raise standards in math and science education into classroom practice. It attempts to identify how three different types of mechanisms-management-based mechanisms, professionally-based mechanisms, and client-based mechanisms-exert pressure and provide support for teachers to eo upgrade instructional practices. It also examines how the efficacy of these different mechanisms varies across different settings, in particular settings serving students from different SES backgrounds. The project involves intensive and detailed fieldwork in 14 schools: 12 public schools, half located in central cities and half located in suburban areas, and 2 private schools. Schools were selected form two states representing different policy contexts. data include interview data from district and school administrators, teachers, and parents; surveys of parents and teachers; logs of parent-principal and parent-teacher interaction; and review of classroom tasks. The study is designed to provide an early indication of the progress of reforms by analyzing the local mechanisms which promote them. It will also identify areas of possible concern which may require policy attention.
