Skip Navigation

Publications & Products Search

     

Search by:            |   Results per page     |  Clear Search

Release Date       

Type of Product (help)

Survey/Program Area

Visit the IES Publications & Products Search to query all IES publications and products.

Search Results: (1-15 of 445 records)

 Pub Number  Title  Date
WWC 20090001 Using Technology to Support Postsecondary Student Learning
Using Technology to Support Postsecondary Student Learning is a practice guide that focuses on promising uses of technologies associated with improving postsecondary student learning outcomes. The practice guide will help higher education instructors, instructional designers, and administrators support learning through the effective use of technology.

Compiled by a panel of national experts and practitioners, the practice guide offers five evidence-based recommendations:

* Use communication and collaboration tools to increase interaction among students and between students and instructors.
* Use varied, personalized, and readily available digital resources to design and deliver instructional content.
* Incorporate technology that models and fosters self-regulated learning strategies.
* Use technology to provide timely and targeted feedback on student performance.
* Use simulation technologies that help students engage in complex problem-solving.

Each recommendation includes research-based strategies and examples for implementing these recommendations in postsecondary settings. Examples include sample tools for increasing communication and collaboration; strategies for varying course formats and packaging course content; technologies to foster self-regulated learning or provide feedback to students; and implementation examples from studies that provide the evidence base for the recommendations.
5/8/2019
WWC IRTC0419 Facilitating Long-Term Improvements in Graduation and Higher Education for Tomorrow (FLIGHT)/Take Stock in Children (TSIC)
The intervention report summarizes the WWC’s examination of the impact of Take Stock in Children's (TSIC's) FLIGHT program on high schools students' college access and enrollment, general achievement, and attendance.

The FLIGHT intervention is designed to provide students with wrap-around case-management services including college preparation assistance, academic monitoring, and behavioral monitoring. Eligible students are connected with volunteer mentors, student advocates, and provided a two-year scholarship to college. FLIGHT also provides students and parents with workshops that cover a range of topics such as goal setting, study skills, and college preparation and applications. FLIGHT students also have access to college transition and retention services in their first three semesters of college.

Based on the most recent available evidence, the WWC found that FLIGHT had potentially positive effects on college access and enrollment for recent high school graduates. There were no discernible effects on general achievement or attendance for high school students.
4/30/2019
WWC IRTC693 Summer Counseling: Transition to College
This What Works Clearinghouse (WWC) intervention report summarizes the WWC’s examination of the impact of summer counseling on students' college enrollment and persistence. Summer counseling is designed to help college-intending high school graduates complete the steps needed to enroll in college and start their college careers. After reviewing the current research the WWC found that summer counseling had potentially positive effects on college persistence and mixed effects on college enrollment.
3/27/2018
WWC IRCS687 Harlem Children's Zone (HCZ) Promise Academy Charter Schools
This What Works Clearinghouse (WWC) report summarizes the research on Harlem Children’s Zone (HCZ) Promise Academy Charter Schools is a non-profit organization designed to serve low-income children and families living in Harlem in New York City. The HCZ Promise Academy Charter Schools have a longer school day and year than traditional public schools, monitor student progress on academic outcomes, provide differentiated instruction, and educate students and families on character development, healthy lifestyles, and leadership skills. After reviewing the current research, the WWC found that no eligible studies meet WWC design standards. Therefore, more research is needed to determine the program's impacts on elementary, middle, and high school students.
1/24/2018
WWC IRCS686 Green Dot Public Schools
This What Works Clearinghouse (WWC) report summarizes the research on Green Dot Public Schools, a nonprofit organization that operates more than 20 public charter middle and high schools in California, Tennessee, and Washington. The program emphasizes high quality teaching, strong school leadership, a curriculum that prepares students for college, and partnerships with the community. Based on the research, Green Dot Public Schools had potentially positive effects on mathematics achievement, English language arts achievement, student progression, and school attendance for high school students.
1/24/2018
WWC IESS688 Knowledge is Power Program (KIPP)
This What Works Clearinghouse (WWC) report summarizes the research on the Knowledge Is Power Program (KIPP), a nonprofit network of more than 200 public charter schools educating early childhood, elementary, middle, and high school students. Students, parents, and teachers must sign a commitment to abide by a set of responsibilities, including high behavioral and disciplinary expectations. KIPP schools have an extended school day and an extended school year compared with traditional public schools. Based on the research, the WWC found KIPP to have positive effects on mathematics and English language arts achievement and potentially positive effects on science and social studies achievement for middle and high school students. KIPP shows no discernible effects on student progression for high school students.
1/24/2018
WWC IRCWD685 System of Least Prompts: Children and Students with Intellectual Disability
This What Works Clearinghouse (WWC) intervention report summarizes the research on the System of Least Prompts (SLP), a practice that involves defining and implementing a hierarchy of prompts to assist students in learning a skill. To use SLP, an instructor delivers the prompts to students in order, starting with the prompt that provides the least amount of assistance, and providing additional prompts with increasing levels of assistance until the student can independently perform the task. For this review, the WWC focused on the impacts of SLP on children and students with intellectual disability.

The WWC found that there are no group design studies of SLP in the Children and Students with Intellectual Disability topic area and the evidence from single-case design studies does not reach the threshold to include single-case design evidence in the effectiveness ratings for any domains in the topic area. Based on this review, the WWC is unable to draw any conclusions about the effectiveness or ineffectiveness of SLP on children and students with intellectual disability.
1/9/2018
WWC IRM684 Accelerated Math: Primary Mathematics
This What Works Clearinghouse (WWC) intervention report summarizes the research on Accelerated Math and its impacts on the mathematics achievement of primary students. Accelerated Math is a software tool that provides practice problems for students in grades K-12 and provides teachers with reports to monitor student progress. The software is typically used as a supplement to the math curriculum being used in the classroom to add practice for students and help teachers differentiate instruction through the program's progress-monitoring data.

This report replaces the 2008 and 2010 WWC Accelerated Math reports to combine reviews and include more recent publications. After reviewing the currently available research, the WWC found that Accelerated Math has mixed effects on mathematics achievement for primary students.
12/19/2017
WWC IRM683 Accelerated Math: Secondary Mathematics
This What Works Clearinghouse (WWC) intervention report summarizes the research on the Accelerated Math secondary mathematics content, which includes Algebra I, Geometry, and Algebra II. Accelerated Math is a software tool that provides practice problems for students in grades K-12 and provides teachers with reports to monitor student progress. The software is typically used as a supplement to the math curriculum being used in the classroom to add practice for students and help teachers differentiate instruction through the program's progress-monitoring data.

This review replaces the WWC’s 2011 report and incorporates re-reviews of all studies in the previous report using version 3.0 WWC standards, as well as reviews of 76 additional studies. Based on the current research, the WWC found that no studies of the Accelerated Math secondary mathematics content meet WWC group design standards. More research is needed to determine the impacts of the curriculum on the mathematics achievement of secondary students.
12/19/2017
WWC ADLIT681 Prentice Hall Literature (1989-2005)
Prentice Hall Literature (1989–2005) is an English language arts curricula designed for students in grades 6–12 that focuses on building reading, vocabulary, literary analysis, and writing skills. After reviewing the research on Prentice Hall Literature (1989–2005), the WWC found no studies that meet WWC standards. Therefore, more research is needed to determine the effectiveness of the curricula for adolescent readers.
11/21/2017
WWC ADLIT682 Prentice Hall/Pearson Literature (2007-15)
This What Works Clearinghouse (WWC) intervention report summarizes the research on Prentice Hall/Pearson Literature (2007–2015), which includes the 2007 and later editions Prentice Hall Literature: Penguin Edition, Prentice Hall Literature: Language and Literacy, Prentice Hall Literature: Common Core Edition, and Pearson Literature.

Prentice Hall/Pearson Literature (2007–2015) is an English language arts curricula designed for students in grades 6–12 that focuses on building reading, vocabulary, literary analysis, and writing skills. Based on the research, the WWC found Prentice Hall/Pearson Literature (2007–2015) to have no discernible effects on general literacy achievement and comprehension for adolescent readers. No studies meet WWC group design standards in the alphabetics or reading fluency domains, so this intervention report does not report on the effectiveness of Prentice Hall/Pearson Literature (2007–15) for those domains.
11/21/2017
WWC IRSWSN680 Self-Regulated Strategy Development Students with a Specific Learning Disability
This What Works Clearinghouse (WWC) intervention report summarizes the research on Self-Regulated Strategy Development (SRSD), an intervention for grades 2 through 12 that is designed to improve students' academic skills through a six-step process that teaches specific academic strategies and self-regulation skills. The SRSD model can be used in individual, small group, or whole classroom settings, and is especially appropriate for students with learning disabilities. The intervention begins with teacher direction and ends with students independently applying the strategy, such as planning and organizing ideas before writing an essay. Based on the research, the WWC found that SRSD has potentially positive effects on writing achievement for students with a specific learning disability.
11/14/2017
WWC PGDP24 Preventing Dropout in Secondary Schools
This practice guide provides school educators and administrators with four evidence-based recommendations for reducing dropout rates in middle and high schools and improving high school graduation rates. Each recommendation provides specific, actionable strategies; examples of how to implement the recommended practices in schools; advice on how to overcome potential obstacles; and a description of the supporting evidence.
9/26/2017
WWC IRL679 Intervention Report: Leveled Literacy Intervention
Leveled Literacy Intervention (LLI) is a short-term, supplementary, small-group literacy intervention designed to help struggling readers achieve grade-level competency. The intervention provides explicit instruction in phonological awareness, phonics, fluency, vocabulary, reading comprehension, oral language skills, and writing. LLI helps teachers match students with texts of progressing difficulty and deliver systematic lessons targeted to a student’s reading ability.
9/19/2017
WWC IRM676 I CAN Learn Primary Mathematics
This What Works Clearinghouse (WWC) intervention report in the Primary Math topic area summarizes the research on I CAN Learn® Pre-Algebra, a computer-based math curriculum for students in middle school, high school, and college. This new report represents the most recent available evidence of the impact of I CAN Learn® Pre-Algebra on primary students and replaces the 2009 Middle School Math report. Based on the available evidence, the WWC found that I CAN Learn® Pre-Algebra has no discernible effects on general mathematics achievement for primary students.
8/29/2017
   1 - 15     Next >>
Page 1  of  30