ABSTRACT
ABSTRACT. This pilot descriptive study examined expressed perceptions of a diverse group of teachers who, in the 2002-2003 school year, piloted implementation of a new standards-based supplemental program in reading/ language arts, EduSTRANDS. Over 600 teachers in 153 schools using a supplemental, standards-based reading/language arts program were surveyed on their impressions of the features and effectiveness of the program. Standard assessment scores from the schools were compared for the year immediately preceding the use of the materials and for the first year of use of the materials. Overall, teacher evaluations of the program were positive. Scores increased at all tested levels except in sixth grade.
