Search Results: (1-15 of 19 records)
|NCES 2019084||Technology and K-12 Education: The NCES Ed Tech Equity Initiative
This interactive brochure provides an overview of the Initiative—including its purpose, goal, and target outcomes.
|NCES 2019085||Technology and K-12 Education: Advancing the NCES Ed Tech Equity Initiative
This infographic outlines the key steps NCES is taking to advance the NCES Ed Tech Equity Initiative.
|NCES 2019086||Technology and K-12 Education: The NCES Ed Tech Equity Initiative: Framework
Check out our new factsheet to learn about the factors most critical to informing ed tech equity in the context of K-12 education!
|NFES 2019035||Forum Guide to Early Warning Systems
The Forum Guide to Early Warning Systems provides information and best practices to help education agencies plan, develop, implement, and use an early warning system in their agency to inform interventions that improve student outcomes. The document includes a review of early warning systems and their use in education agencies and explains the role of early warning indicators, quality data, and analytical models in early warning systems. It also describes how to adopt an effective system planning process and recommends best practices for early warning system development, implementation, and use. The document highlights seven case studies from state and local education agencies who have implemented, or are in the process of implementing, an early warning system.
|NCEE 20184013||The Investing in Innovation Fund: Summary of 67 Evaluations
The Investing in Innovation (i3) Fund is a tiered-evidence program that aligns the amount of funding awarded to grantees with the strength of the prior evidence supporting the proposed intervention. One of the goals of i3 is to build strong evidence for effective interventions at increasing scale. The i3 program requires grantees to conduct an independent impact evaluation. This report, from the National Center for Education Evaluation and Regional Assistance (NCEE), assesses the quality of the 67 i3 grant evaluations completed by May 2017 and summarizes the findings of the evaluations. The report found that 49 of the first 67 completed i3 grant evaluations were implemented consistent with What Works Clearinghouse (WWC) evidence standards and 12 of the evaluations found a positive impact on at least one student academic outcome.
|NCEE 20184002||Asymdystopia: The threat of small biases in evaluations of education interventions that need to be powered to detect small impacts
Evaluators of education interventions are increasingly designing studies to detect impacts much smaller than the 0.20 standard deviations that Cohen (1988) characterized as "small." While the need to detect smaller impacts is based on compelling arguments that such impacts are substantively meaningful, the drive to detect smaller impacts may create a new challenge for researchers: the need to guard against smaller inaccuracies (or "biases"). The purpose of this report is twofold. First, the report examines the potential for small biases to increase the risk of making false inferences as studies are powered to detect smaller impacts, a phenomenon the report calls asymdystopia. The report examines this potential for both randomized controlled trials (RCTs) and studies using regression discontinuity designs (RDDs). Second, the report recommends strategies researchers can use to avoid or mitigate these biases. For RCTs, the report recommends that evaluators either substantially limit attrition rates or offer a strong justification for why attrition is unlikely to be related to study outcomes. For RDDs, new statistical methods can protect against bias from incorrect regression models, but these methods often require larger sample sizes in order to detect small effects.
|REL 2017271||What is the evidence base to support reading interventions for improving student outcomes in grades 1-3?
The goal of this report is to provide administrators, school psychologists, counselors, special educators, and reading specialists with a summary and analysis of the evidence that supports the use of reading interventions in grades 1-3. The review was limited to studies of Tier 2 interventions, those designed to provide preventive services to students at risk for reading difficulties. The initial literature search identified 1,813 articles and reports. After screening them for relevance and conducting a detailed What Works Clearinghouse (WWC) analysis of the rigor of the study designs, the review team determined that only 23 effectiveness studies met WWC evidence standards (Version 3.0). Of those, 22 resulted in either significant, positive, or potentially positive impacts in at least one area of reading. None produced negative outcomes. Twelve of the 13 grade 1 interventions and all seven interventions for grades 2 and 3 produced positive or potentially positive effects. Effects were strongest and most consistent in the area of word and pseudoword reading. Several also produced effects in reading comprehension and passage reading fluency. Reading vocabulary was rarely assessed. Both individually administered and small-group interventions resulted in positive or potentially positive outcomes, although especially in grade 1, more of the interventions were one-on-one. In all cases, the interventionist received some training prior to implementing the intervention. However, these studies differed from common school practice in that implementation was carefully monitored in virtually all instances and coaching or feedback was provided. It is unclear how generalizable these findings are when the typical amount of ongoing support for interventionists is far more limited in practice.
|REL 2017174||Benchmarking the state of Kosrae's education management information system
The purpose of this study was to provide information on the current quality of the education management information system (EMIS) in Kosrae, Federated States of Micronesia, so that data specialists, administrators, and policy makers might identify areas for improvement. As part of a focus group interview, knowledgeable data specialists in Kosrae responded to 46 questions covering significant areas of their EMIS. The interview protocol, adapted by Regional Educational Laboratory Pacific from the World Bank's System Assessment and Benchmarking for Education Results assessment tool, provides a means for rating aspects of an EMIS system using four benchmarking levels: latent (the process or action required to improve the aspect of quality is not in place), emerging (the process or action is in progress of implementation), established (the process or action is in place and it meets standards), and mature (the process or action is an example of best practice). Overall, data specialists scored their EMIS as established, or meeting standards. They reported that the prerequisites of quality, that is, both the institutional frameworks that govern the information system and data reporting, and the supporting resources, are established. They rated integrity of education statistics, referring to the professionalism, objectivity, transparency, and ethical standards by which staff operate and statistics are reported, as established. Data specialists reported the accuracy and reliability of education statistics within their system as mature. They reported that the serviceability (the relevance, timeliness, and consistency of data) and accessibility of education data within their system are established. Results show that data specialists know and can apply sound techniques and validate data and generate statistical reports, and that the institutional frameworks and resources meet standards. Data specialists believe that the system could provide better opportunities for user input and that users should be able to request the level of detail they need from data catalogues. The results of this study provide the Kosrae State Department of Education and the National Department of Education with information regarding the strengths and areas of the EMIS that may benefit from improvement efforts through the development of action plans focused on priority areas.
|REL 2016218||Self-study guide for implementing high school academic interventions
This Self-study Guide for Implementing High School Academic Interventions was developed to help district- and school-based practitioners plan and implement high school academic interventions. It is intended to promote reflection about current district and school strengths and challenges in planning for implementation of high school academic interventions, spark conversations among staff, and identify areas for improvement. The guide provides a template for data collection and guiding questions for discussion that may improve the implementation of high school academic interventions and decrease the number of students failing to graduate from high school on time.
|REL 2016129||Self-study Guide for Implementing Early Literacy Interventions
The Self-study Guide for Implementing Early Literacy Interventions is a tool to help district and school-based practitioners conduct self-studies for planning and implementing early literacy interventions for kindergarten, grade1 and grade 2 students. This guide is designed to promote reflection about current strengths and challenges in planning for implementation of early literacy interventions, spark conversations among staff, and identify areas for improvement. This self-study guide provides a template for data collection and guiding questions for discussion.
|NCEE 20154011||Statistical Theory for the RCT-YES Software: Design-Based Causal Inference for RCTs
This Second Edition report updates the First Edition published in June 2015 that presents the statistical theory underlying the RCT-YES software that estimates and reports impacts for RCTs for a wide range of designs used in social policy research. The preface to the new report summarizes the updates from the previous version. The report discusses a unified, non-parametric design-based approach for impact estimation using the building blocks of the Neyman-Rubin-Holland causal inference model that underlies experimental designs. This approach differs from the more model-based impact estimation methods that are typically used in education research. The report discusses impact and variance estimation, asymptotic distributions of the estimators, hypothesis testing, the inclusion of baseline covariates to improve precision, the use of weights, subgroup analyses, baseline equivalency analyses, and estimation of the complier average causal effect parameter.
LANGUAGE! is a language arts intervention designed for struggling learners in grades 3-12 who score below the 40th percentile on standardized literacy tests. The curriculum integrates English literacy acquisition skills into a six-step lesson format. After reviewing 16 studies on the effects of LANGUAGE! on the literacy skills of adolescent readers, the WWC determined that one study meets WWC evidence standards with reservations. The study used a quasi-experimental design and included 1,272 students in grades 9 and 10 in one school district in Florida. Based on this study, the WWC found LANGUAGE! to have no discernible effects on both reading fluency and comprehension for adolescent readers.
|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.
|NCEE 20114019||Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools
The Study of School Turnaround is an examination of the implementation of School Improvement Grants (SIG) authorized under Title I section 1003(g) of the Elementary and Secondary Education Act and supplemented by the American Recovery and Reinvestment Act of 2009. "Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools" uses publicly-available data from State Education Agency (SEA) websites, SEA SIG applications, and the National Center for Education Statistics' Common Core of Data to examine the following: (1) the SIG related policies and practices that states intend to implement, and (2) the characteristics of SIG eligible and SIG awarded schools. This first report provides context on SIG.
|REL 20104014||The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten
The study, The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten, found that the 24-week K-PAVE program had a significant positive impact on students' vocabulary development and academic knowledge and on the vocabulary and comprehension support that teachers provided during book read-alouds and other instructional time.
K-PAVE is designed to build children's vocabulary and comprehension skills, oral language skills, and enhance teacher-child relationships. K-PAVE is one of only a few kindergarten-age-appropriate vocabulary interventions and the only intervention with teacher training materials. An existing preschool version of K-PAVE had already demonstrated some evidence of positive effects from an impact study.
The K-PAVE intervention group included 64 schools, 128 kindergarten classrooms and teachers, and 1,296 kindergarten students (596 treatment and 700 control students).