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Search Results: (1-15 of 32 records)

 Pub Number  Title  Date
NCSER 20143000 Improving Reading Outcomes for Students with or at Risk for Reading Disabilities: A Synthesis of the Contributions from the Institute of Education Sciences Research Centers
The report describes what has been learned regarding the improvement of reading outcomes for children with or at risk for reading disabilities through research funded by the Institute's National Center for Education Research and National Center for Special Education Research and published in peer-reviewed outlets through December 2011. The synthesis describes contributions to the knowledge base produced by IES-funded research across four focal areas:
  • Assessment: What have we learned about effective identification and assessment of students who have or are at risk for reading difficulties or disabilities?
  • Basic Cognitive and Linguistic Processes: What are the basic cognitive and linguistic processes that support successful reading and how can these skills be improved for students who have or who are at risk for reading disabilities?
  • Intervention: How do we make reading instruction more effective for students who have or are at risk for developing reading disabilities? How do we teach reading to students with low incidence disabilities?
  • Professional Development: How do we bring research-based instructional practices to the classroom?
2/27/2014
NCSER 20133001 Synthesis of IES Research on Early Intervention and Early Childhood Education
The report describes what has been learned from research grants on early intervention and early childhood education funded by the Institute's National Center for Education Research and National Center for Special Education Research, and published in peer-reviewed outlets through June 2010. This synthesis describes contributions to the knowledge base produced by IES-funded research across four focal areas:
* Early childhood classroom environments and general instructional practices;
* Educational practices designed to impact children's academic and social outcomes;
* Measuring young children's skills and learning; and
* Professional development for early educators.
Research supported by IES has made significant contributions to the evidence base in these areas. The authors also raise important questions for education research in the future, including:
* What are the crucial features of high-quality early childhood education?
* Which instruction is most effective for which children and under what circumstances?
* How do we effectively and efficiently support teachers in improving their instruction?
7/23/2013
NCSER 20133000 Translating the Statistical Representation of the Effects of Education Interventions Into More Readily Interpretable Forms
This new Institute of Education Sciences (IES) report assists with the translation of effect size statistics into more readily interpretable forms for practitioners, policymakers, and researchers. This paper is directed to researchers who conduct and report education intervention studies. Its purpose is to stimulate and guide researchers to go a step beyond reporting the statistics that represent group differences. With what is often very minimal additional effort, those statistical representations can be translated into forms that allow their magnitude and practical significance to be more readily understood by those who are interested in the intervention that was evaluated.
11/28/2012
NCSER 20123000REV Secondary School Programs and Performance of Students With Disabilities: A Special Topic Report of Findings From the National Longitudinal Transition Study-2 (NLTS2)
Secondary School Programs and Performance of Students With Disabilities: A Special Topic Report of Findings From the National Longitudinal Transition Study-2 uses data from the National Longitudinal Transition Study-2 dataset to provide a national picture of what courses students with disabilities took in high school, in what settings, and with what success in terms of credits and grades earned.

This report has been revised to reflect the updated NLTS2 dataset released in 2013.
11/17/2011
NCSER 20113005 The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School: Key Findings From the National Longitudinal Transition Study-2 (NLTS2)
The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School: Key Findings From the National Longitudinal Transition Study-2 is a report that uses data from the National Longitudinal Transition Study-2 dataset to provide a national picture of post-high school outcomes for students with disabilities. The report describes the experiences and outcomes of young adults with disabilities in postsecondary education, employment, independence, and social domains during their first 8 years out of high school.
9/20/2011
NCSER 20113004 The Post-High School Outcomes of Young Adults With Disabilities up to 6 Years After High School: Key Findings From the National Longitudinal Transition Study-2 (NLTS2)
The Post-High School Outcomes of Young Adults With Disabilities up to 6 Years After High School: Key Findings From the National Longitudinal Transition Study-2 is a report that uses data from the National Longitudinal Transition Study-2 dataset to provide a national picture of post-high school outcomes for students with disabilities. The report includes postsecondary enrollment rates; employment rates; engagement in employment, education, and/or job training activities; household circumstances (e.g., residential independence, parenting status); and social and community involvement.
9/6/2011
NCSER 20113006 A Longitudinal View of the Receptive Vocabulary and Math Achievement of Young Children with Disabilities
This report describes how children who received preschool special education services perform over time on assessments of receptive vocabulary and math skills. It also describes how their receptive vocabulary and math performance vary over time by primary disability category.
8/25/2011
NCSER 20113003 Facts from NLTS2: The Secondary School Experiences and Academic Performance of Students With Hearing Impairments
A gap exists between the academic achievement of youth with hearing impairments and their peers in the general population in reading, mathematics, science, and social studies, according to a new release by The National Center for Special Education Research. Facts from NLTS2: The Secondary School Experiences and Academic Performance of Students With Hearing Impairments uses data from the National Longitudinal Transition Study 2 dataset to provide a national picture of the secondary school experiences and academic achievement of students with hearing impairments who received special education services.

The outcomes cover several key areas, including students' experiences in general education academic courses and non-vocational special education courses, accommodations, supports, services provided to students, and academic achievement. In addition to the findings for the overall group, this fact sheet provides findings by parent-reported levels of hearing impairments.
2/15/2011
NCSER 20113001 A Study of States' Monitoring and Improvement Practices Under the Individuals with Disabilities Education Act
This report provides a description of the nature and scope of states' Part B and Part C monitoring systems. Data on 20 states' monitoring systems in 200405 and 200607 were collected during two site visits. The report describes states' approaches to monitoring and how states' monitoring systems and processes mapped onto a framework developed for the study.
10/28/2010
NCSER 20113000 Access to Educational and Community Activities for Young Children with Disabilities
This report describes access for young children with disabilities in two specific domains: community activities, including extracurricular activities and family recreation, and kindergarten classroom experiences. It also examines how access and participation in these activities may vary by child, family, and school district characteristics.
10/27/2010
NCSER 20103008 Comparisons Across Time of the Outcomes of Youth With Disabilities up to 4 Years After High School
This report provides a comparison of the post-high school experiences of youth with disabilities in 1990 and in 2005, who had been out of high school up to 4 years. It examines how differences between the two time periods varied across disability categories and demographic groups and, when data are available, how these differences compared with those of youth in the general population.
9/28/2010
NCSER 20103006 Statistical Power Analysis in Education Research
This paper provides a guide to calculating statistical power for the complex multilevel designs that are used in most field studies in education research. For multilevel evaluation studies in the field of education, it is important to account for the impact of clustering on the standard errors of estimates of treatment effects. Using ideas from survey research, the paper explains how sample design induces random variation in the quantities observed in a randomized experiment, and how this random variation relates to statistical power. The manner in which statistical power depends upon the values of intraclass correlations, sample sizes at the various levels, the standardized average treatment effect (effect size), the multiple correlation between covariates and the outcome at different levels, and the heterogeneity of treatment effects across sampling units is illustrated. Both hierarchical and randomized block designs are considered. The paper demonstrates that statistical power in complex designs involving clustered sampling can be computed simply from standard power tables using the idea of operational effect sizes: effect sizes multiplied by a design effect that depends on features of the complex experimental design. These concepts are applied to provide methods for computing power for each of the research designs most frequently used in education research.
4/27/2010
NCSER 20103007 Teacher Perspectives of School-Level Implementation of Alternate Assessment for Students With Significant Cognitive Disabilities
Read about teachers' perspectives on school-level implementation of alternate assessments in a national study released by the National Center for Special Education Research. This study included more than 400 teachers of students with significant cognitive disabilities from three states. The report provides information on the background and experiences of teachers of students with significant cognitive disabilities, the skills and characteristics of the students they teach, and their classroom environments. It also describes their perspectives on how well they understand the alternate assessment system, their expectations and beliefs, the availability and use of instructional resources, and their students' opportunity to learn academic content.

Key findings include:
  • The percentage of teachers who reported that state alternate assessment requirements had a strong or moderate influence on their instruction was 88 percent for reading/English language arts and mathematics and 84 percent for science. The percentage of teachers who reported that results of the state alternate assessment had a strong or moderate influence on their instruction was 60 percent for reading/English language arts, 62 percent for mathematics, and 58 percent for science.
  • The percentage of teachers reporting that students received instruction in the seven content areas 3 or more times per week ranged from 39 percent for arts to 93 percent for reading/English language arts. Eighty-seven percent of teachers reported that students received instruction in mathematics three or more times per week and 53 percent of teachers reported that students received instruction in science three or more times per week.
4/27/2010
NCSER 20093013 State Profiles on Alternate Assessments Based on Alternate Achievement Standards. A Report From the National Study on Alternate Assessments
This report describes individual state approaches to designing and administering alternate assessments based on alternate achievement standards, key features of individual state alternate assessments, and student participation and performance data for each state for the 2006-2007 school year.
8/5/2009
NCSER 20093014 National Profile on Alternate Assessments Based on Alternate Achievement Standards. A Report From the National Study on Alternate Assessments
This report summarizes national level findings from the document analysis and data verification activities for the 2006-07 school year across the 50 states and the District of Columbia.
8/5/2009
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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education