Search Results: (16-30 of 698 records)
|REL 2013003||Can Online Learning Communities Achieve the Goals of Traditional Professional Learning Communities? What the Literature Says
Professional learning communities (PLCs)—teams of educators who meet regularly to exchange ideas, monitor student progress, and identify professional learning needs—reflect a growing interest in promoting professional development that engages teachers and administrators. Increasingly, teachers are able to participate in online and hybrid PLCs in addition to PLCs that meet face-to-face. This report examines: characteristics of PLCs, as reported in the literature; advantages and challenges of online and hybrid PLCs, compared to face-to-face PLCs; and considerations for the design and setup of online and hybrid PLCs.
|NCEE 20134018||Addressing Teacher Shortages in Disadvantaged Schools: Lessons From Two Institute of Education Sciences Studies
Two IES studies evaluated teachers from two highly selective alternative routes--Teach For America and the Teaching Fellows programs--and less selective alternative routes that accept nearly all applicants. An evaluation brief discusses the following lessons learned from these two studies:
|REL 2013001||Five Steps for Structuring Data-Informed Conversations and Action in Education
This facilitation guide shows education data teams how to move beyond simply reporting data to applying data to direct strategic action. Using guiding questions, suggested activities, and activity forms, this guide provides education data teams with a framework and the tools and vocabulary needed to support an informed conversation around the data they generate or acquire. The guide walks data teams through five key steps in using data for informed decision making and strategic action: setting the stage, examining the data, understanding the findings, developing an action plan, and monitoring progress and measuring success.
|REL 2013008||Evaluating the screening accuracy of the Florida Assessments for Instruction in
This report analyzed student performance on the FAIR reading comprehension screen across grades 4-10 and the Florida Comprehensive Assessment Test (FCAT) 2.0 to determine how well the FAIR and the 2011 FCAT 2.0 scores predicted 2012 FCAT 2.0 performance. The first key finding was that the reading comprehension screen of the Florida Assessments for Instruction in Reading (FAIR) was more accurate than the 2011 Florida Comprehensive Assessment Test (FCAT) 2.0 scores in correctly identifying students as not at risk for failing to meet grade-level standards on the 2012 FCAT 2.0. The second key finding was that using both the FAIR screen and the 2011 FCAT 2.0 lowered the underidentification rate of at-risk students by 12–20 percentage points compared with the results using the 2011 FCAT 2.0 score alone.
|WWC SSR10052||WWC Review of the Report "Assessing the Effectiveness of First Step to Success: Are Short-term Results the First Step to Long-term Behavioral Improvements?"
The 2013 study, Assessing the Effectiveness of First Step to Success: Are Short-term Results the First Step to Long-term Behavioral Improvements?, examined the effects of First Step to Success (First Step), a school- and home-based program intended to improve outcomes for students with moderate to severe behavior problems who may be at risk for academic failure. Researchers randomly assigned 48 elementary schools from across five states to either an intervention group that received the First Step program or a comparison group that received regular instruction. Study authors measured the effects of First Step by comparing parent, teacher, and researcher assessments of student behavior for students in the intervention and comparison groups. While 10 outcomes were measured, only three met WWC evidence standards with reservations: academic engaged time (the proportion of time a student is academically involved), problem behavior, and academic competence. Although the schools were randomly assigned to the intervention and comparison groups, the students who were selected to participate in the study may have differed systematically across the schools. In particular, teachers' selection of the students for the study and the parental consent process both occurred after randomization and, therefore, both of these processes could have been affected by knowledge of the school's research condition. Because of these selection and consent issues, the study was reviewed as a quasi-experimental design by the WWC. The research for the remaining seven outcomes measured did not meet WWC standards.
|NCEE 20134015||The Effectiveness of Secondary Math Teachers from Teach For America and the Teaching Fellows Programs
Teach For America (TFA) and the Teaching Fellows programs are important and growing sources of teachers of hard-to-staff subjects in high-poverty schools, but comprehensive evidence of their effectiveness has been limited. A large-scale random assignment study examines the effectiveness of secondary math teachers from two highly selective alternative certification route programs: Teach for America (TFA) and Teaching Fellows.
The study separately compares the effectiveness of teachers from each program with the effectiveness of other teachers teaching the same subjects in the same schools. On average, students assigned to TFA teachers had higher math scores at the end of the school year than students assigned to comparison teachers. Students of Teaching Fellows and comparison teachers had similar math scores, on average. However, students with Teaching Fellows teachers did outperform students whose teachers entered the classroom through less selective alternative routes.
|WWC SSR10013||WWC Review of the Report "Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled Study"
The 2010 study, Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled Study, examined the effects of a comprehensive teacher induction program for beginning teachers on teacher and student outcomes in 17 school districts across 13 states. Researchers randomly assigned 418 elementary schools with a total of 1,009 beginning teachers to either an intervention group that received the program or a business-as-usual comparison group. The program included mentoring, monthly professional development sessions, study groups with other beginning teachers, and opportunities to observe veteran teachers. In the second year of the study, researchers selected a subset of the original districts to receive a second year of the teacher induction program. In these districts, the schools that were originally assigned to receive the intervention continued to offer the intervention services for a second year to beginning teachers. Impacts after the first year of the study were based on data from all participating districts, all of which received the intervention during the first year. Impacts after the second and third years of the study were presented separately for districts receiving 1 or 2 years of the intervention. Study authors assessed the effects of the program on both teacher outcomes and student outcomes over a 3-year period. The study is a well-implemented randomized controlled trial that meets WWC evidence standards for assessing impacts on teacher retention for the entire sample at the end of year 1 of the study, and for the subset of districts that received only 1 year of the intervention at the end of years 2 and 3 of the study. The remaining analyses conducted by this study--including impacts on teacher practices, preparation, satisfaction, some retention outcomes, and student achievement--either do not meet WWC evidence standards or were deemed to be ineligible for review.
|NCEE 20134011||Improving Post-High School Outcomes for Transition-Age Students with Disabilities: An Evidence Review
A new report reviews the research literature on strategies designed to help students with disabilities transition from high school to employment, postsecondary education and training, or independent living. The review deviates from previous evidence reviews on this topic by using the What Works Clearinghouse (WWW) systematic review procedures, focusing on direct measures of students' post-high school outcomes, and including more recent studies released between April 2008 and June 2011.
A total of 43 eligible studies were reviewed and assigned a WWC standards rating, of which 16 met the WWC standards. Community-based work programs were found to have mixed effects on students’ employment outcomes and potentially positive effects on postsecondary education outcomes. Functional life skills development programs were found to have potentially positive effects on independent living outcomes although the extent of evidence was small.
Taking this evidence as a whole, the review highlights the limited support currently available from high quality intervention research to identify a wide range of programs and strategies that help students with disabilities transition to employment, postsecondary education and training, or independent living. The report offers hypotheses about program characteristics, program development, and research design considerations gleaned from studies that met WWC standards as well as those considered as "exploratory."
|WWC IRL420||Reading Recovery
Reading Recovery is a short-term intervention that provides one-on-one tutoring to first-grade students who are struggling in reading and writing. The supplementary program aims to promote literacy skills and foster the development of reading and writing strategies by tailoring individualized lessons to each student. The WWC found that Reading Recovery has positive effects on general reading achievement and potentially positive effects on alphabetics, reading fluency, and comprehension for beginning readers.
|WWC SSR10055||WWC Review of the Report "The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools"
The 2011 study, The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools, examined the impact of Collaborative Strategic Reading (CSR), a set of instructional strategies used to build reading proficiency, on the reading comprehension of fifth-grade students. The analysis included 1,355 students from 74 social studies classrooms within 26 linguistically diverse schools in five districts in Oklahoma and Texas. Researchers randomly assigned social studies classrooms to either an intervention condition, where teachers used CSR instructional strategies for one school year, or a comparison condition, which provided business-as-usual instruction. The study is a well-implemented randomized controlled trial with low attrition at the classroom and student levels, and the research meets WWC evidence standards without reservations.
|WWC QR00223||"Charter Schools and the Road to College Readiness: The Effects on College Preparation, Attendance and Choice"
The study examined whether attending a Boston charter school affected students' high school and college outcomes. The study compared charter school students who were admitted via a random admission lottery and attended one of the six study charter schools to students who applied but were not admitted via lottery and instead attended another public school in Massachusetts. The study reported that students attending the six Boston charter schools included in the study scored significantly higher on the 10th grade state assessments in both English language arts and math, had significantly higher SAT scores, and were significantly more likely to attend a 4-year postsecondary institution than students who applied but were not admitted. There were no statistically significant differences between groups in AP exam passing rates, high school graduation rates, or overall college enrollment rates.
|WWC SSR211||WWC Review of the Report "Better Schools, Less Crime?"
The 2011 study, Better Schools, Less Crime?, examined the effect of school choice on the criminal activity, academic achievement, and high school graduation rate of more than 2,000 male middle and high school students in North Carolina's Charlotte-Mecklenburg school district. For the 2002-03 school year, all district students were given the choice to either attend their neighborhood school or to apply to other schools in the district, where admission was not necessarily guaranteed. The study used a well-implemented random process to form intervention and comparison groups. This research meets WWC evidence standards without reservations.
|WWC IRL407||Read Naturally
Read Naturally is a supplemental reading program that aims to improve the reading fluency, accuracy, and comprehension skills of elementary and middle school students using a combination of texts, audio CDs, and computer software. The program uses different products that share a common fluency-building strategy. The strategy includes modeling of story reading, repeated reading of text for developing oral reading fluency, and systematic monitoring of student progress by teachers and the students themselves. The WWC found that the Read Naturally program has no discernible effects on alphabetics and comprehension, mixed effects on reading fluency, and potentially positive effects on general reading achievement for beginning readers. The intervention report includes studies of Read Naturally Masters Edition and Read Naturally Software Edition.
|WWC SSR10053||WWC Review of the Report "Large-scale Randomized Controlled Trial with 4th Graders Using Intelligent Tutoring of the Structure Strategy to Improve Nonfiction Reading Comprehension"
In the 2012 study, Large-scale Randomized Controlled Trial with 4th Graders Using Intelligent Tutoring of the Structure Strategy to Improve Nonfiction Reading Comprehension, researchers examined the effects of the web-based tutoring program, Intelligent Tutoring of the Structure Strategy (ITSS), on the reading comprehension of fourth-grade students in language arts classrooms. ITSS is a one-on-one, web-based intelligent tutoring system which models a "structure strategy" technique, provides practice opportunities, and gives immediate feedback to students. The analysis included 1,875 to 2,371 fourth-grade students from 100 to 117 classrooms in Pennsylvania elementary schools. Study authors assessed the effectiveness of ITSS by comparing the reading comprehension of students in ITSS classrooms with students in comparison classrooms. The study is a well-implemented randomized controlled trial, and the research meets WWC evidence standards without reservations.
|WWC SSR20001||WWC Review of the Report "Information and College Access: Evidence from a Randomized Field Experiment"
In the 2012 study, Information and College Access: Evidence from a Randomized Experiment, researchers examined the impact of offering informational materials about financial aid on the postsecondary expectations of high school students. About 1,600 students from five low-achieving high schools in Ontario, Canada participated in the study and were randomly assigned either to an intervention group that received college cost and financial aid information or to a comparison group that did not. Researchers measured the impact of offering these materials on student postsecondary expectations 3 weeks after the intervention. This study is well-implemented randomized controlled trial and the research meets WWC evidence standards without reservations.