eric.ed.gov har udgivet: In 2011-2012, the Georgia legislature funded a series of ongoing studies to evaluate Georgia’s Pre-K Program. The 2016-2017 Georgia’s Pre-K Program Evaluation focuses on the results of the fourth year of this longitudinal study, through second grade. The purpose of the current evaluation study was to examine longitudinal outcomes for children related to key academic and social skills as well as the quality of their classrooms from pre-k through second grade. The primary evaluation questions included: (1) What are the learning outcomes through second grade for children who attended Georgia’s Pre-K Program?; (2) What factors predict better learning outcomes for children?; and (3) What is the quality of children’s instructional experiences from pre-k through second grade? To address these questions, the evaluation study included a sample of… Continue Reading →
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eric.ed.gov har udgivet: In 2011-2012, the Georgia legislature funded a series of ongoing studies to evaluate Georgia’s Pre-K Program. The 2016-2017 Georgia’s Pre-K Program Evaluation focuses on the results of the fourth year of this longitudinal study, through second grade. The purpose of the current evaluation study was to examine longitudinal outcomes for children related to key academic and social skills as well as the quality of their classrooms from pre-k through second grade. The primary evaluation questions included: (1) What are the learning outcomes through second grade for children who attended Georgia’s Pre-K Program?; (2) What factors predict better learning outcomes for children?; and (3) What is the quality of children’s instructional experiences from pre-k through second grade? To address these questions, the evaluation study included a sample of… Continue Reading →
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eric.ed.gov har udgivet: Given the importance of early mathematics instruction and curricula for preventing mathematics difficulties in later grades, it is necessary to identify effective mathematics curricula and instruction to ensure that children become proficient in early mathematics content and procedures. Everyday Mathematics (EM), was reviewed by the What Works Clearinghouse and is reported to have “potentially positive effects” on students’ mathematics achievement. However, most of the studies that have evaluated EM have used quasi-experimental designs or are small-scale randomized control trials. This study reports the preliminary year one findings for Kindergarten and 3rd grade cohorts of the first scale-up evaluation of this widely used curriculum. The results of this study will contribute to understanding whether EM is effective in promoting mathematic proficiency in the elementary grades when implemented “at… Continue Reading →
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eric.ed.gov har udgivet: This the executive summary of the 2013-2014 study which provided the baseline year for the longitudinal study. The study included observations of teaching practices in a random sample of 199 Georgia’s Pre-K classrooms and assessments of the language, literacy, math, general knowledge, and behavior skills of a sample of 1,169 children attending these classrooms, including parallel assessments in English and Spanish of 139 dual-language learners (DLLs). Classroom/teacher characteristics were examined as predictors of the quality of classroom practices, while both classroom quality as well as child/family and classroom/teacher characteristics were examined as moderators of children’s growth in skills. [To view the full report, see ED593274.] Link til kilde
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eric.ed.gov har udgivet: This study was grounded in the social cognitive career theoretical framework (Lent, Brown, & Hackett, 1994). The purpose of this four-year longitudinal study was to examine the factors that may have contributed to students’ motivation to develop STEM interest during secondary school years. The participants in our study were 9th-11th grade high school students from a large K-12 college preparatory charter school system, Harmony Public Schools (HPS) in Texas. We utilized descriptive statistics and logistic regression analyses to carry out the study. The results revealed that three-year survey takers’ STEM major interest seemed to decrease steadily each year. Although there was a significant gender gap between males and females in STEM selection in 9th and 10th grade, this difference was not significant at the end of 11th… Continue Reading →
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eric.ed.gov har udgivet: This study examined the benefits and challenges associated with implementing RtI in the area of mathematics in an elementary and a middle school in a rural district in the northeastern United States. We sought to document the ways in which two schools approached implementation of RtI and to explore the issues they encountered with respect to instruction, intervention, and assessment. Five themes were identified that described implementation of the RtI framework: Shifting roles and changing structures, increasing opportunities for collaboration and communication, increasing instructional and assessment support for students who struggle in math, increasing knowledge of support strategies for learners who struggle with math, and “spreading the word” and enhancing the use of the model. The results of this study suggest that the RtI model has potential… Continue Reading →
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eric.ed.gov har udgivet: Lack of researcher consensus on how to measure disadvantaged students’ access to effective teaching has made it challenging for practitioners to draw lessons from the data. This brief aims to help policymakers understand the emerging evidence by synthesizing findings from three peer-reviewed studies that collectively span 17 states. The studies provide two lessons: (1) on average, disadvantaged students received less effective teaching than other students, equivalent to about four weeks of learning for reading and two weeks for math, or about 2 to 4 percent of the student achievement gap between these groups; and (2) access to effective teaching for disadvantaged students varied across districts, with a statistically significant difference between more and less disadvantaged students’ access in some districts and no statistically significant difference in access… Continue Reading →
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eric.ed.gov har udgivet: Understanding disparities in school readiness among America’s children when they begin kindergarten is critically important, now more than ever. In today’s 21st century global economy, it is expected that the great majority of children will complete high school ready to enter college or begin a career, and assume their civic responsibilities. This requires strong math, reading, science, and other cognitive skills, as well as the abilities to work well and communicate eeffectively with others, solve problems creatively, and see tasks to completion. Unfortunately, the weak early starts that many children are getting make it hard to attain these societal goals. Knowing which groups of children tend to start school behind, how far behind they are, and what factors contribute to their lag, can help in developing policies… Continue Reading →
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eric.ed.gov har udgivet: With support from the Bill and Melinda Gates Foundation, researchers and experts in mathematics education developed the Mathematics Design Collaborative (MDC) as a strategy to support the transition to Common Core State Standards in math. MDC provides short formative assessment lessons known as Classroom Challenges for use in middle and high school math classrooms. UCLA CRESST’s study of ninth-grade Algebra 1 classrooms in Kentucky implementing MDC showed strong support from teachers for the intervention and a statistically significant positive impact on student scores on the PLAN Algebra assessment, as compared to similar students statewide in Kentucky. The following are appended: (1) MDC Instruments and Rubrics, (2) MDC Teacher Log Descriptives; (3) MDC Teacher Survey Descriptives; (4) Analysis of MDC Student Work Artifacts; and (5) Quasi-Experimental Analysis of… Continue Reading →
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eric.ed.gov har udgivet: National studies reveal that 50 percent to 70 percent of community college students are required to take developmental, or remedial, math courses upon enrollment, and only 20 percent of developmental math students ever successfully complete a college-level math course. Taking up the challenge is the “New Mathways Project” (NMP), developed by the Charles A. Dana Center at the University of Texas at Austin in partnership with the Texas Association of Community Colleges. This new initiative aims to change the standard pathways to and through colleges’ traditional math sequences. This report analyzes the development of the “New Mathways Project” (NMP) from spring 2012 through its first year of rollout at nine colleges in Texas in 2013-2014, as well as student outcomes at the colleges before and during the… Continue Reading →
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