Search Results: (1-15 of 108 records)
|REL 2023143||Encouraging Families to Visit a Literacy Website: A Randomized Study of the Impact of Email and Text Message Communications
The Arkansas Department of Education partnered with the Regional Educational Laboratory Southwest to study the feasibility and effectiveness of using brief email and text message communications to increase the number of parent and guardian visits to the Reading Initiative for Student Excellence (R.I.S.E.) state literacy website.
In November 2021, the department sent test messages to families to determine the percentage of households with children in kindergarten–grade 6 in Arkansas public schools that had a working email address or cell phone number and whether the percentage differed by school locale (rural or nonrural) or demographic composition (percentage of economically disadvantaged students, Black students and Hispanic students, or English learner students). Subsequently, the study team randomly assigned 700 Arkansas public elementary schools to one of eight conditions, which varied the mode of communication (email only or email and text message), the presentation of information (no graphic or with a graphic), and the type of sender (generic sender or known sender). In January 2022 households with children in these schools were sent three rounds of communications with information about literacy and a link to the R.I.S.E. website. The study examined the impact of these communications on whether parents and guardians clicked the link to visit the website (click rate) and conducted an exploratory analysis of differences in how long they spent on the website (time on page).
|NCES 2022068||2021 NAEP School and Teacher Questionnaire Special Study
This report describes selected results from the 2021 NAEP School and Teacher Questionnaire Special Study conducted in March and April 2021. Results are based on a survey sample consisting of schools and teachers that serve fourth- and eighth-grade students, and are limited to states/jurisdictions and districts that agreed to participate in the study and met reporting standards. The report provides insight into some of the efforts schools and teachers made during a period of widespread academic disruption, including what support schools provided for distance learning; how schools and teachers supported students to address gaps in learning that may have occurred because of school closures; and how confident teachers were in facing the challenges of distance learning.
|NCES 2022080||A Retrospective Look at U.S. Education Statistics
This commemorative guide is intended to provide a better understanding of the history and use of federal education statistics that have been collected and reported by the federal education statistics agency (now the National Center for Education Statistics) since 1868. The “statistical profiles” in this report use updated historical trend data from 120 Years of American Education: A Statistical Portrait to offer an in-depth look at what each statistic measures, how it has been collected over the years, and what the data reveal about the statistic. Statistics covered in the report include enrollment in elementary and secondary schools; high school graduates and graduation rates, and postsecondary student costs and finances. Readers can browse these profiles online and download PDFs of individual profiles.
|NCES 2022124||2022 NAEP Mathematics Assessment: Highlighted Results at Grades 4 and 8 for the Nation, States, and Districts
This report presents selected results from the National Assessment of Educational Progress (NAEP) 2022 mathematics assessment. The report includes national, state, and district results on the performance of fourth- and eighth-grade students. Results are presented in terms of average scores and as percentages of students performing at or above the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. In addition to overall scores, results are reported by race/ethnicity, gender, type of school, and other demographic groups. The report also provides information about student performance on sample questions as well as data related to teaching and learning during and after the pandemic.
|NCES 2022126||2022 NAEP Reading Assessment: Highlighted Results at Grades 4 and 8 for the Nation, States, and Districts
This report presents selected results from the National Assessment of Educational Progress (NAEP) 2022 reading assessment. The report includes national, state, and district results on the performance of fourth- and eighth-grade students. Results are presented in terms of average scores and as percentages of students performing at or above the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. In addition to overall scores, results are reported by race/ethnicity, gender, type of school, and other demographic groups. The report also provides information about student performance on sample questions as well as data related to teaching and learning during and after the pandemic.
|NCES 2022121||2022 Long-Term Trend Reading and Mathematics Age 9 Highlights Report
This report describes selected results from the age 9 2022 long-term trend (LTT) reading and mathematics assessments. The report focuses on the comparison of a nationally representative sample of age 9 students who took the assessments in the winter of the 2019-2020 school year with those who took the assessments in the winter of 2021-2022 school year. The report provides insight into the performance of age 9 students in reading and mathematics, as well as data from students and school administrators about the widespread disruptions in learning that occurred during the 2020−2021 and 2021−2022 school years. In addition, the report provides links to data tables comparing 2022 performance in LTT reading and mathematics across all administrations dating back to the early 1970s.
|NFES 2022098||Forum Guide to Digital Equity
The Forum Guide to Digital Equity Data is designed to help education agencies close digital equity gaps through the collection and use of digital equity data. This publication defines digital equity; explains the importance of having comparable, high-quality digital equity data; and discusses how those data can be used to identify issues, prioritize action, and create new programs or sustain existing efforts to address digital inequities.
|NCEE 2022008||Study of Training in Multi-Tiered Systems of Support for Behavior: Impacts on Elementary School Students' Outcomes
To prevent and address students’ problem behaviors and support their learning, the Department of Education and many states have promoted the use of multi-tiered systems of support for behavior (MTSS-B). This study evaluated one promising, intensive program of MTSS-B training and technical assistance. The MTSS-B approach seeks to change the school learning environment by consistently teaching and reinforcing good behavior for all students and identifying and providing supplemental support to students who need it. About 90 elementary schools were randomly assigned either to participate in the program or to continue with their usual strategies for supporting student behavior. The study compared student and teacher experiences in the two sets of schools to measure the effectiveness of the program.
|NCES 2022052||Highlights from the 2021 NAEP Monthly School Survey
These highlights present selected results from the 2021 NAEP Monthly School Survey. Results for student enrollment, especially full-time, in-person public school enrollment, during January–May 2021 are summarized. Data were collected from nationally representative samples of public and private schools with a grade 4 or a grade 8. These highlights provide insight into the learning opportunities for students during the COVID-19 pandemic.
|WWC 2022007||Providing Reading Interventions for Students in Grades 4-9
The What Works Clearinghouse(TM) (WWC) developed this practice guide in partnership with a panel of experts on reading interventions. The panel distilled recent reading intervention research into four easily comprehensible and practical recommendations that educators can use to deliver reading intervention to meet the needs of students in grades 4-9. The four recommendations in this practice guide will be useful for special educators, general education teachers, reading specialists/coaches, administrators, and parents.
|NCES 2022019||Impact of the Coronavirus (COVID-19) Pandemic on Public and Private Elementary and Secondary Education in the United States (Preliminary Data): Results from the 2020-21 National Teacher and Principal Survey (NTPS)
The 2020–21 National Teacher and Principal Survey (NTPS) collected data on the impact of the coronavirus pandemic on public and private schools, principals, and teachers during the 2019–20 school year. The report presents selected findings, using preliminary data, from coronavirus-related questions that were focused on how schools adapted to the coronavirus pandemic during the spring of 2019–20.
|REL 2022120||Community Math Night Facilitators' Toolkit
The Community Math Night Facilitators’ Toolkit is a detailed resource for elementary school educators to plan and implement a Community Math Night event. Community Math Nights use interactive math activities to engage families in building positive math attitudes, facilitate their participation in children’s learning in grades K–5, and build a community of educators, students, families, and other caring adults. This toolkit includes planning and organizational resources, research findings on community engagement and math instruction strategies, and step-by-step instructions and printable materials for the interactive activities. It also includes a workbook that can be used as a professional learning resource on key math-learning research findings and how to apply them in practice.
|REL 2021116||Factors Associated with Grade 3 Reading Outcomes of Students in the Commonwealth of the Northern Mariana Islands Public School System
Few elementary students on the Commonwealth of the Northern Mariana Islands (CNMI) are scoring at grade level or higher on the ACT Aspire reading assessment. To better understand factors associated with the reading proficiency of CNMI grade 3 students, stakeholders there asked the Regional Educational Laboratory Pacific to examine the demographic characteristics and education experiences of students who demonstrated reading proficiency by grade 3. The study focused on grade 3 students who were enrolled in CNMI public schools from 2014/15 to 2018/19. It found that female students, students who did not receive free or reduced-priced lunch, students who were older at the time of kindergarten entry, Filipino students, and students who did not change schools were more likely to demonstrate reading proficiency in grade 3 than other students. There was no difference in grade 3 reading proficiency between students who had enrolled in Head Start and students who had not.
|REL 2021113||Using Enhanced Coaching of Teachers to Improve Reading Achievement in Grades PreK–2 in Chicago Public Schools
Chicago Public Schools is working to improve early literacy outcomes through a multiyear professional development initiative for preK–2 teachers. The P–2 Balanced Literacy Initiative aims to improve literacy instruction by training teachers to implement effective early literacy instruction balancing systematic foundational skills instruction with reading and writing instruction involving rich, complex texts. The initiative began in 2016/17 and served 23 percent of all district elementary schools by 2018/19. The district designated 26 of the 115 elementary schools implementing the initiative in 2018/19 to receive enhanced supports, including intensive, site-based coaching, to support students’ independent reading. This study compared the reading achievement of students who attended schools that received the enhanced supports (priority schools) with the reading achievement of students who attended similar schools that received only the initiative’s standard supports (nonpriority schools). It also examined differences between priority and nonpriority schools in teachers’ and administrators’ participation in professional development sessions and looked at the successes and challenges of implementation. The study found that one year after implementation of the initiative, attending a priority school did not lead to higher end-of-year reading achievement than attending a nonpriority school after other factors were adjusted for. Teachers and administrators in priority schools were more likely than those in nonpriority schools to participate in the initiative’s core professional development sessions. Interviews with select district, network, and school leaders; instructional support coaches; and teachers suggest that several aspects of the initiative’s professional development were valuable, most notably the opportunities for teachers to deepen their understanding of the initiative’s professional development, receive feedback through observation and school-based coaching, and learn from one another. But instructional support coaches’ limited capacity, due to competing responsibilities, was a challenge. District leaders might consider increasing the number of coaches available and limiting their competing priorities so they can focus on the initiative.
|NFES 2021078||Forum Guide to Virtual Education Data: A Resource for Education Agencies
The Forum Guide to Virtual Education Data: A Resource for Education Agencies is designed to assist agencies with collecting data in virtual education settings, incorporating the data into governance processes and policies, and using the data to improve virtual education offerings. This resource reflects lessons learned by the education data community during the coronavirus disease (COVID-19) pandemic and provides recommendations that will help agencies collect and use virtual education data.