eric.ed.gov har udgivet: The Hampshire Hundreds project was a local authority-led intervention which brought together lead teachers from Hampshire primary schools to provide them with evidence and support for effective teaching strategies to decrease the attainment gap between disadvantaged pupils (aged 9-11) and their peers. The intervention involved a facilitator working with staff from a number of schools, and providing supporting materials comprising the “Hampshire Hundreds Handbook,” to provide good quality teaching and support to disadvantaged pupils. The evaluation was set up as a randomised control trial to test the impact of the Hampshire Hundreds intervention in comparison to a ‘business as usual’ control group, with the local authority leading the training and overseeing the provision of the intervention. As the intervention was run by the local authority it is… Continue Reading →
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eric.ed.gov har udgivet: Parent, school, and community engagement is widely established as a collaborative strategy to improve the school experience and educational outcomes for children and youth (Epstein & Sanders, 2006; SEDL, 2013; Weiss, Lopez, & Rosenberg, 2011; Barr & Saltmarsh, 2014). Consistent with this viewpoint, the Houston Independent School District (HISD), through the Family and Community Engagement (FACE) Department, initiated the Parent Engagement Representatives (PERs) program. The PERs program is funded by the Title I, Part A Parent Involvement grant. The program was aligned with the Dual Capacity-Building Framework for Family-School Partnerships. This home to school partnership model incorporates activities that are designed to enhance parent/teacher conference participation and parent awareness of district and community programs and resources. PERs partnered with school staff at 20 HISD elementary, middle, and… Continue Reading →
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eric.ed.gov har udgivet: This study compared the relative effects of three kindergarten schedules on children’s achievement in reading, writing, and mathematics, and on children’s prosocial classroom behaviors. Participating were 47 children attending all-day kindergarten, 56 attending alternate-day kindergarten, and 44 attending half-day kindergarten. Individual achievement tests were administered in a pretest-posttest procedure. Analysis of covariance showed that the all-day kindergarten group scored significantly higher in reading, with no significant differences in mathematics or writing. Multivariate analysis of covariance for the 14 subscales of classroom social behaviors on the Hahnemann Elementary Behavior Rating Scale showed significant differences between groups, with the half-day children exhibiting higher scores on classroom behaviors that facilitate learning and lower scores on negative behaviors. Possible reasons for these differences and implications of developmentally appropriate practices, teachers’ theoretical… Continue Reading →
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eric.ed.gov har udgivet: The primary purpose of this study is to determine whether providing structured academic instruction in reading or math to students in grades two to five during their afterschool hours–instead of the less formal academic supports offered in regular after-school programs– improves their academic performance in the subject. This is the second and final report from the Evaluation of Enhanced Academic Instruction in After-School Programs–a two-year demonstration and random assignment evaluation of structured approaches to teaching math and reading in after-school settings. This report includes two parallel impact studies, a math program study (“Mathletics” developed by Harcourt School Publishers) and a reading program study (“Adventure Island” developed by the Success for All Foundation) in which students attending an afterschool program are assigned by lottery to either receive the… 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: Five years ago the No Child Left Behind Act (NCLB) launched a revolution in our education system by insisting that all students should be proficient in reading and math by 2014 and demanding comprehensive reforms to reach this national goal, including strong assessment and accountability systems, a highly qualified teacher in every classroom, more choices for students and parents, a new emphasis on school improvement, and the use of research-based instructional practices. Under NCLB, States and local school districts have made strides in putting these reforms in place, and the first returns are promising. The latest results from the National Assessment of Educational Progress show that we have reversed a decade of stagnation in student achievement, with scores rising significantly in both reading and math in the… Continue Reading →
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eric.ed.gov har udgivet: This report presents the findings of a study that examined the impact of compensatory education services on children’s academic achievement in grades 1 to 6. Examination of data from the 1976-79 Sustaining Effects Study of Title I revealed the following major conclusions: (1) small positive gains in reading achievement are related to participation in Title I programs; (2) the estimated impact of Title I on children’s achievement is sensitive to the definition of a control group; and (3) teacher judgment may be included in the selection and achievement process. The results of the analysis do not clarify the issue examined; results are dependent upon the formulation of the control group: one formulation used in the study showed positive results of Title I on achievement while the other… Continue Reading →
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eric.ed.gov har udgivet: This Issue Brief is based on telephone interviews of 21 state policymakers to discuss the salient education issues in their states and their views on arts education. Six state senators, eight state representatives, one state board of education member, two deputy commissioners of education, three current state superintendents and one former state superintendent were interviewed between November 21, 2005 and February 27, 2006. All of the legislators serve on their respective education committees, and most chair these committees. Political affiliation among these policymakers was approximately equal, with nine Republicans, 10 Democrats and two unidentified. When asked to describe the most salient education issues in their states, quite a few policymakers mention issues that arts can help address, such as dropout prevention and the achievement gap between poor… Continue Reading →
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eric.ed.gov har udgivet: “PLATO[R] Achieve Now” is a software-based curriculum for the elementary and middle school grades. Instructional content is delivered via the PlayStation Portable (PSP[R]) system, allowing students to access learning materials in various settings. Software-based assessments are used to customize individual instruction, allowing students to learn at their own pace with content appropriate for their skill level. “PLATO[R] Achieve Now” is aligned with the National Council of Teachers of Mathematics guidelines. The What Works Clearinghouse (WWC) reviewed 13 studies on “PLATO[R] Achieve Now.” One of these studies meets WWC evidence standards; the remaining 12 studies do not meet either WWC evidence standards or eligibility screens. Based on the one study, the WWC found no discernible effects for the math achievement domain. The one study is a randomized controlled… Continue Reading →
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eric.ed.gov har udgivet: Value-added models measure teacher performance by the test score gains of their students, adjusted for a variety of factors such as the performance of students when they enter the class. The measures are based on desired student outcomes such as math and reading scores, but they have a number of potential drawbacks. One of them is the inconsistency in estimates for the same teacher when value added is measured in a different year, or for different subjects, or for different groups of students. Some of the differences in value added from year to year result from true differences in a teacher’s performance. Differences can also arise from classroom peer effects; the students themselves contribute to the quality of classroom life, and this contribution changes from year to… Continue Reading →
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