eric.ed.gov har udgivet: The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), is collecting information about the early educational experiences of a nationally representative sample of children who were in kindergarten or who were of kindergarten age in ungraded classrooms or schools in the 2010-11 school year. The data collection began in the 2010-11 school year, when the children in the sample were in kindergarten, and will continue through the spring of 2016, when most of the children in the sample are expected to be in fifth grade. This brief report provides information from the data collection conducted in the spring of 2014, when the majority of the students were in third grade. The ECLS-K:2011 provides information on students’ status at school entry, on their transition into school, and… Continue Reading →
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eric.ed.gov har udgivet: The 2012 study, “Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics with Trajectories and Technologies,” examined the effects of “Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD),” a math intervention for preschoolers that combines a curriculum, a software-based teaching tool, and in-person teacher professional development. “TRIAD” is designed for young children, particularly those at risk of low math achievement. The study also included an assessment of whether continuing the intervention through kindergarten improved math achievement at the end of kindergarten. To measure these effects, two versions of the intervention were delivered: (a) “TRIAD” no follow-through (“TRIAD-NFT”), where children only received “TRIAD” in preschool; and (b) “TRIAD” follow-through (“TRIAD-FT”), where children received “TRIAD” in both preschool and kindergarten. Forty-two schools from Buffalo, NY, and Boston, MA were… Continue Reading →
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eric.ed.gov har udgivet: For almost 50 years, ACT has played a pivotal role in promoting student access into and success in science, technology, engineering, and mathematics (STEM) careers. Through academic and career assessments, career development tools, and extensive research, they have helped inform students, parents, teachers, career counselors, employers, and policymakers about the skills that are needed to perform effectively in STEM fields. ACT’s EPAS[TM] (Educational Planning and Assessment System) is the only longitudinal assessment system that begins measuring students’ college readiness in middle school and follows students into high school and college to evaluate their persistence and success. What ACT’s research shows is clear: The students most likely to major in STEM fields in college and persist to earn their degrees are those who develop interests in STEM careers… Continue Reading →
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eric.ed.gov har udgivet: Education researchers and policymakers agree that teachers differ in terms of quality and that quality matters for student achievement. Despite prodigious amounts of research, however, debate still persists about the causal relationship between specific teacher credentials and student achievement. In this paper, we use a rich administrative data set from North Carolina to explore a range of questions related to the relationship between teacher characteristics and credentials on the one hand and student achievement on the other. Though the basic questions underlying this research are not new–and, indeed, have been explored in many papers over the years within the rubric of the “education production function”–the availability of data on all teachers and students in North Carolina over a ten-year period allows us to explore them in more… Continue Reading →
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eric.ed.gov har udgivet: A multi-State, quasi-experimental study was conducted as a longitudinal, two-year follow-up of participation in an online, on-demand professional development (PD) program. The purpose was to ascertain whether student gains were sustained in a second year of PD participation. Data verified gains in Year 1 versus Pre-PD baseline, with continued gains in Year 2 atop those achieved in year 1 of PD participation, reflecting a positive trend and continued advantage over non-PD schools in the same districts. Results showed that student in PD schools gained 7.7% (p<0.01) more in Math in year 2 atop 18.9% (p<0.001) gains from year 1, versus gains of 0.5% (ns) and 4.2% (p<0.01) for non-PD schools in the same districts. Similarly, students in the PD schools gained 10.2% (p<0.01) more in Reading in… 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: This paper tests if gender-discrimination in grading affects pupils’ achievements and course choices. I use a unique dataset containing grades given by teachers, scores obtained anonymously by pupils at different ages, and their course choice during high school. Based on double-differences, the identification of the gender bias in grades suggests that girls benefit from a substantive positive discrimination in math but not in French. This bias is not explained by girls’ better behavior and only marginally by their lower initial achievement. I then use the heterogeneity in teachers’ discriminatory behavior to show that classes in which teachers present a high degree of discrimination in favor of girls are also classes in which girls tend to progress significantly more than boys, during the school year but also during… Continue Reading →
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eric.ed.gov har udgivet: This Data Point utilizes data from the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative, longitudinal study of more than 23,000 ninth-graders in 2009. HSLS:09 surveyed students, their parents, math and science teachers, school administrators, and school counselors. The study included information about students who were enrolled in school in the fall term of 2009 as ninth-graders and who were not enrolled in school and had not earned a regular high school diploma or alternative credential such as a GED in spring 2012, when they should have been 11th-graders. These students are referred to as “dropouts” in this report Link til kilde
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eric.ed.gov har udgivet: Market models of education reform predict that the growth of charter schools will infuse competition into the public school sector, forcing traditional public schools to improve the practices they engage in to educate students. Some scholars have criticized these models, arguing that competition from charter schools is unlikely to produce significant change among public schools. Using data from the Early Childhood Longitudinal Study-Kindergarten Class, I attempt to identify potential mechanisms linking charter competition to achievement in traditional public schools. The results provide little support for the market model. Competition from charter schools is not associated with reading or math scores, and is only associated with three of ten organizational measures. There is some support for an indirect relationship between math achievement and competition through reductions in teacher… Continue Reading →
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eric.ed.gov har udgivet: Many jurisdictions use data about college and career readiness to help stakeholders understand whether students are on track to succeed in college and careers after high school graduation. For example, Hawaii includes the percentage of high school graduates from a particular school who later attend college in school-level feedback reports for principals and other stakeholders. In American Samoa and the Commonwealth of the Northern Mariana Islands, education stakeholders have identified high school graduates’ college and career readiness as a key concern. Although both jurisdictions are taking steps to improve their data systems, it is unclear what data are available that can be used to determine students’ college and career readiness. This study cataloged the availability of college and career readiness data in both jurisdictions, described the functionality… Continue Reading →
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