The Impact of Measures of Academic Progress on Differentiated Instruction and Student Achievement

Title:	The Impact of Measures of Academic Progress on Differentiated Instruction and Student Achievement
Description:	For report NCEE 2013-4000 The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement http://ies.ed.gov/ncee/edlabs/projects/rct_245.asp?section=ALL This data file contains data from a study that examined the impact of the Measures of Academic Progress (MAP) program on student reading achievement and teachers' use of differentiated instructional practices. The study found no impacts of MAP on student reading achievement or on teachers' use of differentiated instructional practices. In spring 2007, 32 schools were block-randomized to adopt the MAP intervention in either grade 4 or grade 5. There were 172 teachers and 3,720 students in the final analytic sample, composed of 145 "two-year" teachers (teachers in either grade 4 or grade 5 during both years of the study) and 27 "one-year" teachers (new to the study in Year 2).
Online Availability:	How to obtain restricted-use licenses.
Cover Date:	December 2012
Web Release:	December 18, 2012
Publication #:	NCEE 20124034
Center/Program:	NCEE
Associated Centers:	REL
Authors:	David Cordray Georgine Pion Chris Brandt Ayrin Molefe Megan Toby
Type of Product:	Data File
Keywords:	Achievement (Student) • reading Curriculum Teaching Practices
Questions:	For questions about the content of this Data File, please contact: Erin Pollard.