Search Results: (16-30 of 32 records)
|NCEE 20144014||A Focused Look At Schools Receiving School Improvement Grants That Have High Percentages of English Language Learner Students
The Study of School Turnaround examines the improvement process in a purposive sample of 35 case study schools receiving federal funds through the School Improvement Grants (SIG) program over a three-year period (2010-11 to 2012-13 school years). This evaluation brief focuses on 11 of these SIG schools with high proportions of English Language Learner (ELL) students (a median of 45 percent ELLs).
|NCEE 20144013||A Focused Look At Rural Schools Receiving School Improvement Grants
The Study of School Turnaround is a set of case studies of the school improvement process in a purposive sample of 35 schools receiving federal funds through the School Improvement Grants (SIG) program over a three-year period (school years 2010-11 to 2012-13). This evaluation brief focuses on the nine SIG schools that were in rural areas and how respondents in these schools perceived their rural context to influence specific turnaround activities. Key findings that emerged from the rural case study data collected in spring 2012 include:
|NCEE 20144010||Do Disadvantaged Students Get Less Effective Teaching?
Newly emerging research is beginning to shed light on the extent to which disadvantaged students have access to effective teaching, based on value added measures. "Value added" is a teacher's contribution to students' learning gains. Because individual researchers have varied in their presentation of this evidence, it is challenging for practitioners to draw lessons from the data. This brief highlights and summarizes three recent IES studies.
The brief found that:
|NCEE 20144008||Operational Authority, Support, and Monitoring of School Turnaround
The federal School Improvement Grants (SIG) program, to which $3 billion were allocated under the American Recovery and Reinvestment Act of 2009 (ARRA), supports schools attempting to turn around a history of low performance. School turnaround also is a focus of Race to the Top (RTT), another ARRA-supported initiative, which involved a roughly $4 billion comprehensive education reform grant competition for states. Given the size of these federal investments, in 2010 the Institute of Education Sciences (IES), began to conduct a large-scale evaluation of RTT and SIG to better understand the implementation and impacts of these programs. The SIG component, in particular, focuses on a purposive sample of SIG-eligible schools, including (1) a group of schools that received SIG to implement one of four intervention models specified by the U.S. Department of Education and (2) a comparison group of schools from the same districts that were not implementing one of these four intervention models with SIG support. Though the results from this evaluation of SIG are not necessarily generalizable to SIG schools nationwide, they are nonetheless important because they add to the limited knowledge base about the implementation and impacts of SIG-funded school turnaround efforts.
|NCEE 20134020||Instructional Practices and Student Math Achievement: Correlations from a Study of Math Curricula
This evaluation brief is directed to researchers and adds to the research base about instructional practices that are related to student achievement. Additional evidence on these relationships can suggest specific hypotheses for future study of instruction practices, which, in turn, will provide research evidence that could inform professional development of teachers and the writing of instructional materials.
|NCEE 20134019||After Two Years, Three Elementary Math Curricula Outperform a Fourth
The purpose of this report is to generate hypotheses for future research. The pattern of relationships between instructional patterns and student achievement is largely consistent with earlier research, but not in every case. Results that are less consistent with earlier research include lower achievement associated with: higher frequency of teachers eliciting multiple strategies and solutions; higher frequency of prompting a student to lead the class in a routine; and higher frequency of students asking each other questions.
|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:
|NCEE 20094055||NCEE Evaluation Brief: Professional Development for Early Reading Teachers
Research-based professional development for early reading teachers increased their knowledge of reading content and recommended instructional practices and their use of one of those practices (explicit instruction). But it did not improve student reading achievement. For the full evaluation report visit: http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=NCEE20084034
|NCEE 20124022||What Are Districts' Written Policies Regarding Student Substance-Related Incidents?
Recent events have increased interest in district policies relating to student substance use and whether they best serve the needs of their communities and students. To better understand the nature of the policies that may be in use around the country, the Institute of Education Sciences commissioned a study to examine the features of the written substance-related policies for the 100 largest school districts in the country. Key findings include:
|NCEE 20114016||NCEE Evaluation Brief: Do Low-Income Students have Equal Access to the Highest-Performing Teachers?
Analyses using data from ten selected districts describes the prevalence of teachers ranked in the top 20 percent (highest-performing teachers). The overall patterns indicate that low-income students have unequal access, on average, to the districts’ highest-performing teachers at the middle school level but not at the elementary level. Within the ten districts studied, some have an under-representation of the highest-performing teachers in high-poverty elementary and middle schools. However, other districts have such under-representation only at the middle school level, and one district has a disproportionate share of the district’s highest-performing teachers in its high-poverty elementary schools.
These analyses were conducted as part of the implementation of an impact evaluation (Impact Evaluation Of Moving High-Performing Teachers to Low-Performing Schools) carried out by Mathematica Policy Research for the National Center for Education Evaluation and Regional Assistance within the Institute of Education Sciences. The analyses are in support of NCEE’s work to advance our understanding of teacher quality and strategies to improve it. The districts that are the subject of this evaluation brief include eight of the ten districts currently participating in the impact evaluation and two additional districts. The impact evaluation is looking at using monetary incentives to attract higher-performing teachers into low-achieving schools. For both this evaluation brief and the impact study, the highest-performing teachers in the tested grades and subjects within school districts are identified by conducting value-added analyses using student test scores. In the impact study, teachers are offered a series of bonus payments totaling up to $20,000 over two years for transferring into and remaining in targeted low-achieving schools within their district. A report from the first year of data collection from the impact evaluation is expected in 2012.
|NCEE 20094074||NCEE Evaluation Brief: Impact of the Federal School-based Student Mentoring Program
School-based mentoring programs can provide at-risk students with guidance, academic assistance, and new experiences. But mentoring programs under the federal competitive Student Mentoring Program grants had no statistically significant impacts on student-level outcomes after one school year. For the full evaluation report visit: http://ies.ed.gov/ncee/pubs/20094047/index.asp
|NCEE 20094075||NCEE Evaluation Brief: Relative Achievement Effects of Four Early Elementary School Math Curricula
With greater attention being given to the need for all students to meet state proficiency targets, educators are increasingly looking for effective curricula to boost achievement, especially among more disadvantaged students. After one year this study demonstrated that math achievement for grade 1 students was significantly higher among schools using the Math Expressions and Saxon Math curricula than among those using Investigations in Number, Data, and Space and Scott Foresman-Addison Wesley Mathematics. For the full evaluation report visit: http://ies.ed.gov/ncee/pubs/20094052/index.asp
|NCEE 20094076||NCEE Evaluation Brief: The Effect of Supplemental Reading Comprehension Curricula on Grade 5 Students
Educators are looking for ways to improve reading comprehension across content areas in late elementary years, especially among more disadvantaged students who increasingly fall behind. But first-year results from this study of four grade 5 supplemental reading comprehension curricula show no effects for three of the curricula and a negative effect for the fourth. For the full evaluation report visit: http://ies.ed.gov/ncee/pubs/20094032/index.asp
|NCEE 20094069||NCEE Evaluation Brief: Comprehensive Teacher Induction
Supporting beginning teachers with a comprehensive induction program could compensate for their inadequate preparation and reduce high turnover. But after the first year, comprehensive induction made a difference only in the kind of support beginning teachers received. It had no impact on teacher practices, student test scores, teacher retention, or the characteristics of a district's teaching force. For the full evaluation report visit: http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=NCEE20094034
|NCEE 20094070||NCEE Evaluation Brief: The Effects of Teachers Trained through Different Routes to Certification
Do students have different learning outcomes when teachers complete their certification requirements before they start teaching-rather than after? Apparently not. Nor do classroom practices vary for teachers who choose different routes. For the full evaluation report visit: http://ies.ed.gov/ncee/pubs/20094043/index.asp