Search Results: (16-30 of 32 records)
| Pub Number | Title |  Date |
|---|---|---|
| NBES 20086005 | National Board for Education Sciences 2007 Annual Report: August 2006 to July 2007
On November 5, 2002, Congress passed the Education Sciences Reform Act of 2002 (ESRA), establishing the Institute of Education Sciences (IES, or the Institute) and its advisory board, the National Board for Education Sciences (NBES, or the Board). The Institute reports to Congress yearly on the condition of education in the United States. The Institute provides thorough and objective evaluations of federal programs, sponsors research relevant and useful to educators and others (such as policymakers), and serves as a trusted source of gold-standard, reliable, unbiased information on what works in education. |
6/20/2008 |
| NCEE 20084023 | Evaluation of the DC Opportunity Scholarship Program: Impacts After Two Years
The DC School Choice Incentive Act of 2003 established the first federally funded private school voucher program in the United States, providing scholarships of up to $7,500 for low-income residents of the District of Columbia to send their children to local participating private schools. The law also mandated that the Department conduct an independent, rigorous impact evaluation of what is now called the DC Opportunity Scholarship Program. The study's latest report, Evaluation of the DC Opportunity Scholarship Program: Impacts After Two Years, found no significant differences in student achievement between those who were offered scholarships to attend a participating private school and those who were eligible for, but were not offered (as assigned by a lottery) a scholarship. However, being offered a scholarship may have improved reading test scores among three subgroups of relatively more advantaged students: those who had not attended a School in Need of Improvement (SINI) school when they applied to the program, those who had relatively higher pre-program academic performance, and those who applied in the first year of program implementation. Students in the program did not report being more satisfied or feeling safer than those who were not in the program. However, the program did have a positive impact on parent satisfaction and perceptions of school safety. This same pattern of findings holds when the analysis is conducted to determine the impact of using a scholarship rather than being offered a scholarship and when estimating the effects of attending private school versus public school, regardless of whether an Opportunity Scholarship Program scholarship was used. |
6/16/2008 |
| NCEE 20084021 | The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings After the First Year of Implementation
The report, Enhanced Academic Instruction in After-School Programs, is the first of two reports and presents implementation and impact findings after one year of program operation. This study tests whether interventions of structured approaches to academic instruction in after-school programs (one for reading and one for math) produce better academic outcomes than regular after-school services that consist primarily of help with homework or locally assembled materials that do not follow a structured curriculum. Compared to students attending regular after-school program activities, the students selected for the after-school math program received, on average, an additional 49 hours of instruction; students selected for the reading program received 48 hours of additional instruction, on average. The evaluation found a statistically significant difference in student achievement between students in the math after-school program and those in the regular after-school activities. In study sites implementing the reading program, there was no statistically significant difference in reading achievement between students in the reading after-school program and those in the regular after-school activities. |
6/10/2008 |
| NCEE 20084016 | Reading First Impact Study: Interim Report
Created under the No Child Left Behind Act (NCLB) of 2001, the Reading First program provides assistance to states and districts in using research-based reading programs and instructional materials for students in kindergarten through third grade and in introducing related professional development and assessments. The program's purpose is to ensure that increased proportions of students read at or above grade level, have mastery of the essential components of early reading, and that all students can read at or above grade level by the end of grade 3. The law requires that an independent, rigorous evaluation of the program be conducted to determine if the program influences teaching practices, mastery of early reading components, and student reading comprehension. This interim report presents the impacts of Reading First on classroom reading instruction and student reading comprehension during the 2004-05 and 2005-06 school years. The evaluation found that Reading First did have positive, statistically significant impacts on the total class time spent on the five essential components of reading instruction promoted by the program. The study also found that, on average across the 18 study sites, Reading First did not have statistically significant impacts on student reading comprehension test scores in grades 1–3. A final report on the impacts from 2004–2007 (three school years with Reading First funding) and on the relationships between changes in instructional practice and student reading comprehension is expected in late 2008. |
5/1/2008 |
| NCEE 20084015 | The Enhanced Reading Opportunities Study: Early Impact and Implementation Findings
The new report, Enhanced Reading Opportunities: Early Impact and Implementation Findings presents early findings from an evaluation of the impact of two supplemental literacy programs that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers. The report describes the effects of the programs on the first cohort of students entering high school two to five years behind grade level in reading. Taken together, the programs produced a statistically significant impact on reading comprehension among students who were randomly assigned to participate in the supplemental literacy programs compared to those who did not participate in the programs. There were no statistically significant impacts on student achievement in vocabulary or student use of reading behaviors promoted by the programs. |
1/28/2008 |
| NCEE 20084012 | National Assessment of Title I: Final Report
This two-volume report, and Summary of Key Findings, presents findings from the congressionally mandated National Assessment of Title I on the implementation and impact of the program. Volume I contains key findings on the implementation of the program under No Child Left Behind, and Volume II presents a report on follow-up findings from Closing the Reading Gap, an evaluation of the impact of supplemental remedial reading programs on achievement of 3rd and 5th grade students. As part of NCLB, the Congress mandated a National Assessment of Title I (Section 1501) to evaluate the implementation and impact of the program. This mandate also required the establishment of an Independent Review Panel (IRP) to advise the Secretary on methodological and other issues that arise in carrying out the National Assessment and the studies that contribute to this assessment. In addition, the law specifically requires a longitudinal study of Title I schools to examine the implementation and impact of the Title I program. Results from that study are included in Volume I. |
11/15/2007 |
| NCEE 20074009 | Evaluation of the DC Opportunity Scholarship Program: Impacts After One Year
The DC School Choice Incentive Act of 2003 established the first federally funded private school voucher program in the United States, providing scholarships of up to $7,500 for low-income residents of the District of Columbia to send their children to local participating private schools. The law also mandated that the Department conduct an independent, rigorous evaluation of what is now called the DC Opportunity Scholarship Program (OSP), to assess the impact of the program on academic achievement, school safety, and other outcomes. The impact evaluation is a randomized controlled trial that compares outcomes of eligible public school applicants randomly assigned to receive or not receive a scholarship through a series of lotteries. |
6/21/2007 |
| NCEE 20074007 | National Evaluation of Early Reading First: Final Report to Congress
The No Child Left Behind Act (NCLB) of 2001 created the Early Reading First (ERF) program to provide funding to preschools, particularly those that serve children from low-income families, to support the development of children's language and literacy skills. NCLB mandated that the Department conduct an independent evaluation of the ERF program to assess the impact of the program on both children's literacy skills as well as the instructional content and practices in preschool classrooms. Using a quasi-experimental design, the study found that the program had a positive impact on children's print and letter knowledge, but not on phonological awareness or oral language. The program had positive impacts on aspects of the classroom environment and teacher practices that are intended to support the development of language and literacy skills. |
6/4/2007 |
| IES 20076004 | IES 2007 Biennial Report to Congress
The Institute of Education Sciences has issued the Director's Biennial Report to Congress, covering activities and accomplishments of the Institute in 2005 and 2006. Transmitted by Director Grover J. (Russ) Whitehurst as required by the Education Sciences Reform Act of 2002, the report includes a description of the activities of IES and its four National Education Centers, as well as a summary of all IES grants and contracts during the biennium in excess of $100,000. Since IES's first Biennial Report two years ago, said Whitehurst, "IES has been transformed from an organization under construction to one that is fully formed and operational." |
5/13/2007 |
| NCEE 20074005 | Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort
The National Center for Education Evaluation and Regional Assistance produced this major study of the effectiveness of education technology. Mandated by Congress, the report uses scientifically based research methods and control groups to focus on the impact of technology on student academic achievement. The main findings of the study are:
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4/4/2007 |
| NCEE CLC2004 | When Schools Stay Open Late: The National Evaluation of the 21st Century Community Learning Centers Program New Findings
After-school programs have grown rapidly in recent years, spurred by rising employment rates of mothers, pressure to increase academic achievement, and concerns about risks to children who are unsupervised during after-school hours. The percentage of public schools offering "extended day" programs (which include before- and after-school programs) more than tripled from 1987 to 1999, from about 13 percent to 47 percent. The federal government's investment in after-school programs has grown rapidly as well. Funding for the 21st Century Community Learning Centers program, created in 1994, rose from $40 million in 1998 to $1 billion in 2002. The program now provides funding to 2,250 school districts to support school-based programs in 7,000 public schools. Some studies of after-school programs have found that these programs increase academic achievement and student safety, as well as reduce negative behaviors such as drug and alcohol use. However, other studies have found that after-school programs have no effect on-and even worsen-certain outcomes, leading to debate over whether the evidence supports increased investment in after-school programs. In 1999, the U.S. Department of Education contracted with Mathematica Policy Research, Inc., and Decision Information Resources, Inc., to evaluate the 21st Century Community Learning Centers program. The evaluation team collected student outcome data in five areas: after-school supervision, location, and activities; academic performance and achievement; behavior; personal and social development; and safety. Because the purpose of the 21st Century Community Learning Centers program by law is safe and drug-free learning environments for students that support academic achievement, this evaluation focused on student and school outcomes. It did not explore the full range of parental needs and satisfaction that might be affected by the availability of after-school programs. It did collect parent outcome data on involvement in school activities and employment status. |
6/24/2006 |
| NCEE 20053002 | Third National Even Start Evaluation: Follow-Up Findings From the Experimental Design Study
The third national Even Start evaluation included two complementary studies: (1) the Even Start Performance Information Reporting System (ESPIRS) provided annual data on the universe of Even Start projects from 1997–1998 through 2000–2001, and (2) the Experimental Design Study (EDS) was an experimental study of Even Start's effectiveness in 18 projects, reflecting the way that projects were implemented during 1999–2000 and 2000–2001. The major set of evaluation findings are contained in the recently-released report by St.Pierre, Ricciuti, Tao, Creps, Swartz, Lee, Parsad & Rimdzius (2003). The analysis for that report relied on a comparison of pretest data collected at the beginning of the school year with posttest data collected at the end of the same school year from Even Start and control group families who participated in the EDS. The present document updates the findings from the St.Pierre, Ricciuti, Tao, et al (2003) report by comparing pretest data with follow-up data collected about nine months after the posttest. The findings presented in this document are consistent with and lead to the same conclusions as findings contained in the earlier report. |
6/1/2006 |
| IES 2005AR | IES 2005 Biennial Report to Congress
Established by the Education Sciences Reform Act of 2002, the Institute of Education Sciences is the research arm of the Department of Education. Its mission is to expand knowledge and provide information on the condition of education, practices that improve academic achievement, and the effectiveness of federal and other education programs. Its goal is the transformation of education into an evidence-based field in which decision makers routinely seek out the best available research and data before adopting programs or practices that will affect significant numbers of students. |
5/13/2006 |
| NCEE 20064001REV | National Assessment of Title I: Interim Report to Congress
This three-volume report presents findings from the congressionally mandated national assessment of Title I, evaluating the implementation and impact of the program. Volume I contains key findings on the implementation of the program under No Child Left Behind, and Volume II presents a report on the findings from Closing the Reading Gap, an evaluation of the impact of supplemental remedial reading programs on student achievement. As part of NCLB, the Congress mandated a National Assessment of Title I (Section 1501) to evaluate the implementation and impact of the program. This mandate also required the establishment of an Independent Review Panel (IRP) to advise the Secretary on methodological and other issues that arise in carrying out the National Assessment and the studies that contribute to this assessment. In addition, the law specifically requires a longitudinal study of Title I schools to examine the implementation and impact of the Title I program. Volume I contains key findings on the implementation of Title I under No Child Left Behind. Volume II is a report on the findings from Closing the Reading Gap, an evaluation of the impact of supplemental remedial reading programs on student achievement. |
5/6/2006 |
| NCEE 20035001 | Random Assignment in Program Evaluation and Intervention Research: Questions and Answers
Random Assignment in Program Evaluation and Intervention Research: Questions and Answers What is the purpose of education program evaluation? The basic purpose of program evaluation research is to test (1) whether education programs help the students they are designed to serve and (2) whether new ideas for education programs still under development are worthy of extension to a wider selection of schools and settings. The term "program" refers to a specific set of education practices or interventions that are thought to have an impact on a given set of education outcomes. |
5/6/2006 |
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