The Center on Education Policy released Moving Beyond Identification, a report about assisting schools to improve.

Among the improvement strategies used by states, supports made possible by the Reading First program were rated as very or moderately effective by the greatest percentage of states...Of the districts that received Reading First grants, 69 percent rated its assessment systems as important or very important, while 68 percent gave a similar rating to its instructional program. ... Encourage a triage approach to assist schools in improvement.

This report examines the kind of assistance that "schools in improvement" (a No Child Left Behind category of schools that do not meet minimum academic standards) receive and how effective district and state officials believe that assistance to be.

The report is from CEP’s From the Capital to the Classroom series of reports tracking the implementation of the law in its fifth year.

The report's findings are based on CEP's annual survey of 50 state departments of education; our nationally representative annual survey of districts; and 12 case study districts involving interviews with district and school officials.

I do not see any references to affects advanced technologies, such as Tablet PCs and UMPCs, contributed to improving schools. That seems like a major hole in the value of this survey.

Tablet PC Education Blog