eric.ed.gov har udgivet: The purpose of this study was to examine the relationship between the size of high schools, their percentage of SED (socio-economic disadvantaged) students, and API (academic performance index) scores in California, and determine if teacher preparation is a contributing factor. The 2010 API scores and median income of all 52 counties, and the 2010 API scores and % SED of 1,089 high schools were tabulated and graphed to determine the strength of the correlation between the two different sets of data. Also, the percent proficient levels (in English) for all high school students by grade (9-11) and by socio-economic status from 2003 to 2010 were compared. Lastly, the number and percent of English and math teachers with the proper credentials are presented for analysis. Results indicate there… Continue Reading →
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eric.ed.gov har udgivet: In this study, special education teachers identified students with learning disabilities who were working on math skills usually taught two grades below the grade in which the student was enrolled. Each student (n=33) took two levels of the MAT/7 math computation test, an on-grade test, and an out-of-level test intended for students two grades below. All levels of the MAT/7 are statistically linked to permit scores comparisons across levels. On average, the students obtained a higher scale score on the on-grade test (mean=557) than on the out-of-level test (mean=541). When a correction was made for random guessing, the mean scale score on the on-grade test (mean=535) was lower than the mean scale score on the out-of-level test (mean=550), although the difference was not statistically significant. More of… Continue Reading →
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eric.ed.gov har udgivet: When presenting results from rigorous, field-based evaluations of educational interventions, researchers often reveal methodological barriers they face in designing studies to assessing program effectiveness. The evaluations funded by the Investing in Innovation Fund (i3) present a timely opportunity for identifying relevant and pressing issues arising in current education evaluations. With over $1 billion dollars invested in the implementation and evaluation of 117 education interventions, the i3 program represents a major investment by the U.S. Department of Education in educational interventions that will both serve students, teachers and schools, and generate evidence about intervention effectiveness. The breadth and number of i3 evaluations provides a unique opportunity to learn about the features of, and challenges encountered in, the design and implementation of the evaluations. Researchers from the National Evaluation… Continue Reading →
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