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 Pub Number  Title  Date
NCES 2018083 ECLS-K:2011 Restricted-Use Kindergarten-Fourth Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study that followed a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students were in fifth grade. This restricted-use data file includes information collected during the fall and spring of the 2010-11 school year, when all of the students were in kindergarten; the fall and spring of the 2011-12 school year, when most of the students were in first grade; the fall and spring of the 2012-13 school year, when most of the students were in second grade; the spring of 2014, when most of the students were in third grade; and the spring of 2015, when most of the students were in fourth grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in each year of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
5/31/2018
NCES 2018033 ECLS-K:2011 Public-Use Kindergarten-Fourth Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study following a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students are expected to be in fifth grade. This public-use data file includes information collected during the fall and spring of the 2010-11 school year, when all of the students were in kindergarten; the fall and spring of the 2011-12 school year, when most of the students were in first grade; the fall and spring of the 2012-13 school year, when most of the students were in second grade; the spring of 2014, when most of the students were in third grade; and the spring of 2015, when most of the students were in fourth grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in each year of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
3/27/2018
NCES 2018094 Findings From the Fourth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011)
This brief report provides a first look at the overall fourth-grade achievement of the students who attended kindergarten for the first time in the 2010-11 school year and were in fourth grade in the 2013-14 school year using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). Reading, mathematics, and science assessment scores in the spring of fourth grade are shown, both overall and by selected child and family characteristics.
3/27/2018
NCES 2018091 ECLS-K:2011 Third-Grade Hearing Evaluations Component Restricted-Use Data File
Hearing evaluations were conducted on a subsample of study children in the spring third-grade round of data collection. The ECLS-K:2011 third-grade hearing evaluations component restricted-use data file includes all of the hearing evaluation data collected during the spring 2014 round, including: responses from children to a set of pre-test questions intended to identify conditions that might affect either how the evaluation should be conducted or how the results should be interpreted; results from otoscopy, a brief visual examination of the ear; results from tympanometry, an automated test of middle ear function; and results from pure tone air conduction audiometry. The hearing evaluations data are provided in an ASCII text file (K2011hearing3rd.DAT). A program that must be run in a statistical software package to input the ASCII text file and produce an analytic data file is provided in three formats: SAS, SPSS, and Stata. This file is intended to be used in conjunction with a main longitudinal restricted-use ECLS-K:2011 data file, for example the ECLS-K:2011 kindergarten-third grade restricted-use data file (NCES 2016-080).
3/12/2018
NCES 2018090 User's Manual for the ECLS-K:2011 Third-Grade Hearing Evaluations Component Restricted-Use Data File
This User’s Manual provides information on the hearing evaluations conducted on a subsample of study children in the spring third-grade round of data collection for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It describes the evaluation components and data collection procedures used to evaluate children's hearing. It also describes the third-grade hearing evaluations component restricted-use data file structure and variables created from data collected during the evaluations. This manual is only available to users of the ECLS-K:2011 Third-Grade Hearing Evaluations Component Restricted-Use Data File (NCES 2018-091).
3/9/2018
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.
4/20/2017
REL 2017235 Examining school-level reading and math proficiency trends and changes in achievement gaps for grades 3-8 in Florida, Mississippi, and North Carolina
The purpose of this study was to use growth curve modeling to investigate school-level reading and mathematics achievement trends on the state accountability assessment in Florida, Mississippi, and North Carolina for grades 3-8. In addition, this study investigated school-level achievement trends for race/ethnicity subgroups and for free or reduced-price lunch eligibility to determine if significant changes in achievement gaps occurred over the 4-6 years studied for each state. Results indicated that in general, average school-level proficiency increased for most subgroups across grades and subjects in all three states. In addition, reductions in achievement gaps were observed for most grades in reading and mathematics. However, achievement gaps remained large despite the observed reductions. The use of growth curve modeling in the current study provides stakeholders in Florida, Mississippi, and North Carolina with a more in-depth understanding of trends in school-level proficiency than would have been possible using just the sample mean.
4/13/2017
REL 2017253 Implementing the extended school day policy in Florida's 300 lowest performing elementary schools
Since 2014, Florida law has required the 300 elementary schools with the lowest reading performance to provide supplemental reading instruction through an extended school day. This study found that in 2014/15, on average, the lowest performing schools were smaller than other elementary schools and served higher proportions of racial/ethnic minority students and students eligible for the federal school lunch program. Schools reported using a variety of strategies to comply with the extended school day policy such as increasing reading instruction time each day, increasing staff, providing professional development for teachers, and providing instruction in the extra hour that differed from instruction during the rest of the day. Increased professional development and curricular and pedagogic changes were identified as indirect benefits of implementation.
3/28/2017
NCES 2017056 Certification Status and Experience of U.S. Public School Teachers: Variations Across Student Subgroups
This report provides a snapshot of the extent to which U.S. public schools students are taught by certified and experienced teachers using two available datasets. The Schools and Staffing Survey (SASS) provides a comprehensive picture, as it includes teachers of K–12 students in all subjects and the National Assessment of Educational Progress (NAEP) provides a picture specific to grades 4 and 8. In addition, NAEP data are directly related to teachers of two key subjects: reading and mathematics. SASS data are available for the 2011–12 school year and NAEP data are available for 2013 and 2015.
3/21/2017
NCES 2017286 ECLS-K:2011 Public-Use Kindergarten-Second Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study following a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students are expected to be in fifth grade. This public-use data file includes information collected during the fall and spring of the 2010-11 school year, when all of the students were in kindergarten, the fall and spring of the 2011-12 school year, when most of the students were in first grade, and the fall and spring of the 2012-13 school year, when most of the students were in second grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in the first two years of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
3/1/2017
REL 2017251 The relative effectiveness of two approaches to early literacy intervention in grades K-2
This study examined whether using a stand-alone intervention outside the core curriculum leads to better outcomes than using the embedded curriculum for small group intervention in grades K-2. Fifty-five schools located across Florida were randomly assigned to stand-alone or embedded interventions delivered daily throughout the school year for 45 minutes in small groups of four or five students. Students below the 30th percentile in reading-related skills and/or vocabulary were eligible for intervention. One-third of participating students were English language learners. Both interventions were implemented with high fidelity. The stand-alone intervention significantly improved grade 2 spelling. However, impacts on other student outcomes were comparable. On average, students showed improvement in reading and language skills in both interventions. The two interventions had relatively similar impacts on reading and language outcomes among English learners and non-English learners, with the exception of some reading outcomes in kindergarten.
2/28/2017
REL 2017259 Formative assessment and elementary school student academic achievement: A review of the evidence
Formative assessment is a process that engages teachers and students in gathering and using information about what students are learning. This comprehensive and systematic review identifies 22 rigorous studies of the effectiveness of formative assessment interventions among elementary students. Results of the study indicate that, overall, formative assessment has a positive effect on student achievement. On average, across the studies, students who participated in formative assessment performed better on measures of academic achievement than those who did not. Formative assessment interventions in mathematics had larger effects, on average, than formative assessment interventions in reading or writing. Both student-directed formative assessment and formative assessment directed by other agents, such as a teacher or a computer program, appear to be effective for mathematics. Other-directed formative assessment interventions appear to be more effective for reading than student-directed formative assessment interventions.
2/28/2017
REL 2017248 A review of the literature on social and emotional learning for students ages 3-8: Outcomes for different student populations and settings (part 4 of 4)
This is the fourth in a series of four related reports about what's known about social and emotional learning (SEL) programs for children ages 3-8. The purpose of the report series is to summarize the benefits of SEL in early childhood, and identify the characteristics of SEL interventions that are effective in school contexts. Responding to a need expressed by the Early Childhood Education Research Alliance, the research team conducted a systematic review and synthesis of recent research reviews and meta-analyses on the topic of SEL. This report presents outcomes for the general student population and student subgroups, including students from low-income families, racial/ethnic minority students, male and female students, English learner students, and students from urban and rural locales. Results suggest that SEL programs positively affect social and academic outcomes for the general student population, such as increased academic motivation, self-efficacy, conflict resolution skills, emotion recognition, empathy, and bonding to school; reduced antisocial behaviors and behavior problems; and higher grades and test scores. The outcomes of SEL for student subgroups are mixed. While some successful strategies for implementing SEL with diverse populations have been identified, more research is needed.
2/23/2017
REL 2017247 A review of the literature on social and emotional learning for students ages 3-8: Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4)
This is the third in a series of four related reports about what's known about social and emotional learning (SEL) programs for children ages 3-8. The purpose of the report series is to summarize the benefits of SEL in early childhood, and identify the characteristics of SEL interventions that are effective in school contexts. Responding to a need expressed by the Early Childhood Education Research Alliance, the research team conducted a systematic review and synthesis of recent research reviews and meta-analyses on the topic of SEL. The sources reviewed for this report included a large body of evidence regarding individual teacher and classroom practices that promote SEL. This report identifies three classroom factors (other than using SEL curriculum) that impact social and emotional learning: classroom climate (physical space and materials, classroom management, emotional climate), instructional strategies (modeling, reacting, teaching), and teacher social and emotional competence. Teachers and administrators can use the strategies presented in this report either alongside, or in the absence of, a formal SEL program.
2/23/2017
REL 2017246 A review of the literature on social and emotional learning for students ages 3-8: Implementation strategies and state and district support policies (part 2 of 4)
This is the second in a series of four related reports about what's known about social and emotional learning (SEL) programs for children ages 3-8. The purpose of the report series is to summarize the benefits of SEL in early childhood, and identify the characteristics of SEL interventions that are effective in school contexts. Responding to a need expressed by the Early Childhood Education Research Alliance, the research team conducted a systematic review and synthesis of recent research reviews and meta-analyses on the topic of SEL. This report is a review of the literature on the implementation strategies that support SEL programming, including a cycle of continuous improvement. It also presents state and district policy supports for SEL programming, such as engaging stakeholders, assessing resources and needs, adopting evidence-based SEL programs, integrating SEL into teacher and administrator evaluation systems, and developing comprehensive, freestanding SEL learning standards.
2/23/2017
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