eric.ed.gov har udgivet: In low-income countries, private schools are perceived as superior alternatives to the public sector, often improving achievement at a fraction of the cost. It is unclear whether private schools are as effective in middle-income countries where the public sector has relatively more resources. To address this gap, this paper takes advantage of lottery-based admissions in first grade for a Mexico City private school that targets and subsidizes attendance for low-income children. Over three years, selected students via lottery scored 0.21 standard deviation higher than those not selected in literacy tests, corresponding to a normalized gain of one-half of a grade level every two years. Lottery winners also statistically outperformed those not selected in math, but the gains were more modest. Relative to the control group, parents of… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this compendium is to catalog NCER’s and NCSER’s contributions to social-behavioral research. Research undertaken as part of these projects is contributing to a knowledge base that ultimately aims to improve academic outcomes for students via improvements in students’ social-behavioral competencies, teachers’ practices, and the climate of schools. This compendium is part of a series of compendia that will highlight different areas of NCER- and NCSER-funded research. Other compendia explore math and science research and education technology research. In this compendium, readers will find descriptions of the social-behavioral research projects from across NCER’s and NCSER’s portfolios. These projects have different primary purposes, including exploration, development of interventions (practices and policies), evaluation of interventions, and development and validation of measurement tools. However, the projects are all… Continue Reading →
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eric.ed.gov har udgivet: Previous research shows inconsistent relationships between parent involvement and academic achievement and often asks why such inconsistencies occur. The research proposes a theoretical model that separates parent involvement into those practices linking parents to children and those practices linking parents to other adults in the school environment. The researcher hypothesizes that parent-child (i.e. discussion and monitoring) and parent-school (i.e. educational support strategies and Parent Teacher Organization involvement) practices will differentially affect student attitudes (educational expectations), behaviors (absenteeism, homework, truancy), and achievement (math and science). Using a national survey conducted in the United States of schools and students, the National Education Longitudinal Study (NELS:88), The research estimates a series of hierarchical models to test the direct and indirect effects of parent involvement on student attitudinal, behavioral and academic… Continue Reading →
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eric.ed.gov har udgivet: The “Hallé SHINE on Manchester” (HSoM) programme is a Saturday school educational programme designed to increase the reading and maths attainment, as well as engagement with school, of underachieving and disadvantaged pupils at Key Stage 2. Developed in collaboration between the SHINE Trust and Hallé Orchestra, the intervention provides additional school-based literacy and numeracy lessons, based on musical themes, as well as visits to Hallé rehearsals, performances and other theme-based activities. Twenty-five Saturday sessions, each lasting five hours, were planned for the intervention over the course of an academic year, delivered by qualified teachers, teaching assistants, peer mentors, and professional musicians. The evaluation consisted of two randomised controlled trials (RCTs)–a pilot trial and a main trial–and a process evaluation conducted with primary schools in the Manchester area… Continue Reading →
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eric.ed.gov har udgivet: Oregon Mathematics, Engineering, Science Achievement (MESA) focuses its afterschool programs with middle and high school students on inventions that address key problems in developing countries, such as sustainable lighting, water transportation, water filtration, and prosthetics. With the support of a grant from the Oregon Community Foundation, MESA expanded its afterschool program to four Salem-Keizer Public Schools middle schools in the 2014/15 and 2015/16 school years. The goal of this expansion was to help underrepresented minority and low income students achieve scholastic success, leadership skills, and social support for college enrollment through (1) afterschool STEM (science, technology, engineering and math) programs led by teachers from the school served; (2) science and technology competitions; (3) family involvement and advocacy; and (4) mentorship by local college students. At the request… Continue Reading →
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eric.ed.gov har udgivet: Recent evidence on teacher productivity suggests teachers meaningfully influence noncognitive student outcomes that are commonly overlooked by narrowly focusing on student test scores. These effects may show similar levels of variation across the teacher workforce and are not significantly correlated with value-added test score gains. Despite a large number of studies investigating the TFA effect on math and English achievement, little is known about nontested outcomes. Using administrative data from Miami-Dade County Public Schools, we investigate the relationship between being in a TFA classroom and non-test student outcomes. We validate our use of nontest student outcomes to assess differences in teacher productivity using the quasi-experimental teacher switching methods of Chetty, Friedman, and Rockoff (2014) and find multiple cases in which these tests reject the validity of candidate… Continue Reading →
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eric.ed.gov har udgivet: In a more consistent and viable manner than ever before, education in Alabama is moving toward its ultimate goal of providing every student with a quality education, thereby preparing them for work, college, and life after high school. Alabama’s graduation rates from 2002 to 2008 increased significantly, tripling the national average increase and ranking fourth in the country. Alabama’s progress in reading continues to prove the state’s reading initiative is effective. Educational assessments clearly show the historic gains Alabama made in reading in 2007 (greatest gains in Reading in America and in the history of the National Assessment of Educational Progress) continue to remain steady. Alabama’s trailblazing distance learning program, ACCESS, remains a spectacle of achievement recognized and reported on by national television programs and newspapers across… Continue Reading →
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eric.ed.gov har udgivet: This summary highlights the findings of a study that examined the survey responses of teachers from 75 Idaho schools working on school improvement. Results of the study showed schools with higher teacher reports of the presence of the goals, processes, and supports essential for student success did not have higher rates of reading proficiency, math proficiency, or attendance. A few significant relationships were found in subsamples of schools. A significant positive relationship was also found between school attendance in elementary schools in 2012 and teacher ratings of five of nine other essential goals, supports, and processes. The findings suggest that Idaho educators and others using teacher perception surveys should proceed cautiously in making decisions based on perception surveys. They might also consider using data from other sources… Continue Reading →
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eric.ed.gov har udgivet: Public education in Alabama is moving in the right direction and is poised to be a national model for the college and career readiness of its students. Through some of the most challenging financial circumstances, public education in Alabama has continued to show great promise in many areas, including reading, math, and science. The success of Alabama education initiatives is lauded in national publications, research studies, and, most importantly, by the teachers and students in their classrooms. Although the momentum for increased educational quality has picked up, now more than ever students must be kept on track to become the most highly prepared high school graduates the state has ever produced. From classroom teachers, schools administrators, and parents, to community and business leaders, all facets of the… Continue Reading →
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eric.ed.gov har udgivet: Policymakers and practitioners frequently use teacher surveys to inform decisions on school improvement efforts in low-achieving schools. There is little empirical evidence on how the results of these surveys relate to student outcomes. This study provides information on how perception data from a teacher survey in Idaho is correlated with three student outcomes: reading proficiency, math proficiency, and attendance. The Idaho State Department of Education uses the Educational Effectiveness Survey (EES), an annual teacher survey developed and administered by the Center on Educational Effectiveness, to gather information on school qualities believed to be the goals, processes, and supports essential for school success. Used widely in the Northwest Region, the survey is similar to teacher perception surveys used nationally. This study covers the 75 low-achieving Idaho schools that… Continue Reading →
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