Search Results: (1-15 of 698 records)
|WWC QR20008||"Are Tenure Track Professors Better Teachers?"
The study examined whether taking a course with a tenured/tenure track professor versus a non-tenured/tenure track professor for first-term freshman-level courses (e.g., introductory economics) was associated with whether students enrolled and performed well in future classes in the same subject.
|WWC IRD626||Reciprocal Teaching
Although reciprocal teaching has been used for years as a method for teaching reading comprehension skills, the What Works Clearinghouse (WWC) has found no rigorous research that shows it works or does not work for students with learning disabilities. Using the reciprocal teaching method, teachers model four comprehension strategies for their students: summarizing, questioning, clarifying, and predicting. The students then practice these strategies and take turns leading small group discussions about what has been read. The WWC identified 54 studies of reciprocal teaching for students with learning disabilities that were published or released between 1989 and 2013. None of these studies meet WWC evidence standards. More research is needed to determine the effectiveness or ineffectiveness of this method for students with learning disabilities.
|WWC IRL416||Reading Mastery
The WWC recently reviewed the research on Reading Mastery for beginning readers. The program is designed to provide systematic instruction in reading to students in grades K-6, however, the WWC found no rigorous research that shows it effectiveness for beginning readers. The Reading Mastery teaching routine involves modeling new content, providing guided practice, and implementing individual practice and application. Since the previous WWC report was released in August 2008, the WWC identified an additional 106 studies of Reading Mastery and its effects on beginning readers (grades K-3), bringing the total number of studies reviewed to 166. None of these studies meet WWC evidence standards for quality research. More research is needed to determine if Reading Mastery works for beginning readers.
|WWC SSR222||WWC Review of the Report "KIPP Middle Schools: Impacts on Achievement and Other Outcomes, Final Report"
The 2013 study, KIPP Middle Schools: Impacts on Achievement and Other Outcomes, Final Report, examined whether attending a Knowledge is Power Program (KIPP) middle school improved students’ academic performance for up to 4 years following enrollment. For the experimental portion of the study, researchers used admissions lotteries to place about 1,000 students into either a KIPP middle school or a traditional middle school. For the quasi-experimental portion of the study, researchers used baseline achievement and demographic characteristics to match 15,916 students in 41 KIPP middle schools with similar students who had attended non-KIPP public middle schools in the same school district in the previous year. Researchers then used state assessments in math, reading, science, and social studies to measure student achievement. The experimental portion of the study meets WWC evidence standards without reservations for the 1-year follow-up. However, the research on the later follow-ups meets standards with reservations because of the large number of students who stopped participating in the study. The quasi-experimental portion of the study meets WWC evidence standards with reservations; although the KIPP students and traditional public school students included in the analysis were well-matched, other differences may have existed between the groups that could have influenced student achievement.
|WWC SSR10030||WWC Review of the Report "The Role of Application Assistance and Information in College Decisions: Results from the H&R Block FAFSA Experiment"
The 2012 study, The Role of Application Assistance and Information in College Decisions: Results from the H&R Block FAFSA Experiment, examined the impact of two interventions related to the Free Application for Federal Student Aid (FAFSA) on postsecondary outcomes of low- to moderate-income individuals. The two interventions included (1) providing an estimate of need-based aid compared against tuition costs for nearby colleges and assistance in completing the FAFSA, and (2) only providing an estimate of need-based aid. Outcomes included the likelihood of filing the FAFSA, college enrollment, receipt of a Pell Grant, and retention in college after 2 years. Researchers presented results for three distinct subgroups: (a) 17-year-old high school seniors and recent graduates who were dependent on their parents; (b) independent adults aged 24 to 30 years with no college experience; and (c) independent adults aged 24 to 30 years with some college, but no degree. The research described in this report meets WWC evidence standards with reservations. This study is a well-executed randomized controlled trial; however, impacts were presented for three distinct subgroups, and attrition for each of the subgroups cannot be calculated due to unknown subgroup information at baseline.
|WWC SSR10022||WWC Review of the Report "School Turnarounds: Evidence From the 2009 Stimulus"
The 2012 study, School Turnarounds: Evidence From the 2009 Stimulus, examined the effects of being eligible for and receiving School Improvement Grants (SIGs) on schoolwide achievement of students in 2,892 low-performing California public schools. SIGs are federally funded and offered to schools that are identified as persistently lowest achieving. The study used a regression discontinuity design in which average test score levels and changes on California's Academic Performance Index (API) defined which schools were eligible to receive a SIG. Because the study schools were not shown to be equivalent on all variables related to school level achievement, the research meets WWC regression discontinuity design standards with reservations. Changes in API may have been influenced by improved student learning, the movement of students from one school to another, or a combination of these factors. Additionally, the study analyzed school-level effects, and the magnitude of these effects cannot be directly compared to the magnitude of an effect from an intervention that uses student-level data for the analysis. Finally, as a result of the design used for the study, the reported impacts are only valid at the thresholds that define the eligibility criteria, and do not generalize to all SIG-eligible schools.
|WWC PG01813||Practice Guide: Teaching Math to Young Children
Before they even enter a classroom, many children show an interest in math. They notice basic shapes, examine patterns, and practice counting. Teachers can build on this curiosity and get children excited about math with five recommendations from the new What Works Clearinghouse (WWC) practice guide, Teaching Math to Young Children.
To succeed in school, children need to develop skills in five critical early math areas: number and operations, geometry, patterns, measurement, and data analysis. These are complex concepts for young minds. With techniques found in the guide, teachers can make math a daily experience that children enjoy and can succeed in.
Recommendations include the following:
|NCEE 20144001||Access to Effective Teaching for Disadvantaged Students
Recent federal initiatives emphasize measuring teacher effectiveness and ensuring that disadvantaged students have equal access to effective teachers. This study substantially broadens the existing evidence on access to effective teaching by examining access in 29 geographically dispersed school districts over the 2008-2009 to 2010-2011 school years.
The report describes disadvantaged students' access to effective teaching in grades 4 through 8 in English/language arts (ELA) and math, using value-added analysis to measure effective teaching. On average, disadvantaged students had less access to effective teaching in these districts. Providing equal access to effective teaching for FRL and non-FRL students would reduce the student achievement gap from 28 percentile points to 26 percentile points in ELA and from 26 percentile points to 24 percentile points in math in a given year.
|NCEE 20144003||Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Randomized Experiment
One policy response to the challenge of attracting high-performing teachers to low-achieving schools is offering teachers monetary incentives to transfer. This report examines impacts of transfer incentives — including the willingness of teachers to transfer when offered an incentive, teacher retention in the schools to which they transferred, and the impact of transfer incentives on student achievement at low-performing schools. Ten school districts in seven states participated in the random assignment study. The highest-performing teachers in each district — those who had raised student achievement year after year as measured by "value added" — were offered $20,000 to teach at a lower-performing district school for two years.
The study found that:
|NCEE 20134017||The Inclusion of Students With Disabilities in School Accountability Systems: An Update
This report presents updated descriptive information on school-level accountability, adequate yearly progress (AYP), and school improvement status of schools accountable and schools not accountable for the performance of the students with disabilities (SWD) subgroup under the Elementary and Secondary Education Act. Findings are based on U.S. Department of Education EDFacts data from the 2006–07 to 2009–10 school years for up to 44 states and the District of Columbia.
|NCEE 20144000||National Evaluation of the IDEA Technical Assistance & Dissemination Program
This report examines (1) the primary technical assistance activities carried out by the Technical Assistance & Dissemination Program national centers, (2) states’ needs for technical assistance and the extent to which these needs are addressed by TA&D centers or other sources, and (3) within specific areas of special education, the extent to which states are satisfied with the products and services received from TA&D Program centers. The report is based on data collected from 27 national TA&D Centers, 51 Part C Early Intervention Coordinators administering IDEA Part C infant/toddler programs, and 51 Part B Special Education Directors. An additional 805 surveys, focused on needs for and receipt of technical assistance within specific areas of special education, were also completed by state staff.
|NCEE 20134020||Instructional Practices and Student Math Achievement: Correlations from a Study of Math Curricula
This evaluation brief is directed to researchers and adds to the research base about instructional practices that are related to student achievement. Additional evidence on these relationships can suggest specific hypotheses for future study of instruction practices, which, in turn, will provide research evidence that could inform professional development of teachers and the writing of instructional materials.
|NCEE 20134019||After Two Years, Three Elementary Math Curricula Outperform a Fourth
The purpose of this report is to generate hypotheses for future research. The pattern of relationships between instructional patterns and student achievement is largely consistent with earlier research, but not in every case. Results that are less consistent with earlier research include lower achievement associated with: higher frequency of teachers eliciting multiple strategies and solutions; higher frequency of prompting a student to lead the class in a routine; and higher frequency of students asking each other questions.
|NCEE 20134014||Evaluation of the Regional Educational Laboratories: Interim Report
The ten Regional Educational Laboratories (RELs) respond to needs of states and school districts for applied research, technical assistance for use of data and research, and dissemination of research findings. The RELs' work is authorized by the Education Sciences Reform Act (ESRA) and is carried out under five-year contracts with the Institute of Education Sciences.
This interim report provides descriptive information on the activities undertaken by the RELs during the 2006-2011 REL contracts with IES. It also presents expert ratings of the technical quality and relevance of the RELs' short-term education research and technical assistance projects, known as Fast Response Projects.
|REL 2013002||Using Alternative Student Growth Measures for Evaluating Teacher Performance: What the Literature Says
States increasingly are interested in incorporating measures of student achievement growth in teacher evaluations. But the typical measure of student growth—progress on state assessments from one school year to the next—usually covers only reading and math and only in grades 4–8. Members of REL Mid-Atlantic's Teacher Evaluation Research Alliance wanted to understand more about the alternatives, and the REL produced this literature review in response. It examines the following two alternatives to state assessments: applying statistical value-added methods to outcomes other than student performance on standard state assessments and using student learning objectives (SLOs) developed by individual teachers.