DOCUMENT RESUME

This analysis aimed at determining whether implemented technology systems and staff development with those systems at professional development schools have affected the academic performance of learners. Eight Texas elementary and secondary schools that in 1994-95 enrolled 5,337 students across 5 school districts comprised the sample for the study. These schools are members of a school-university collaborative project in which a technology infrastructure has been developed that includes nearly 300 microcomputers, 7 V-Tel compressed video systems, and connectivity to a Sun Sparc server linked to the Internet. University technology coordinators have provided technology training for classroom teachers and school administrators; additional staff development has been provided by technology specialists located at the: schools. The Texas Assessment of Academic Skills Test (TAAS) was administered to measure academic skills in reading, mathematics, and writing. Although not every school yielded cumulative test results that were higher than the preceding year's scores, the trend in four of the sites shows that the impact of evolving technology on students and teachers as well as other possible factors have led to higher academic performance. A table shows student success indicators. (AEF) Reproductions supplied by EDRS are the best that can be made from the original document