Search Results: (1-15 of 477 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCEE 20124039 | Pacific Evaluation of Principles-Based Professional Development to Improve Reading Comprehension for English Language Learners
For report NCEE 2012-4003 Effects of the Pacific CHILD Professional Development Program http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=61 This data file contains data from a study that examines the Pacific Communities with High Performance in Literacy Development (Pacific CHILD) program. The study found that the program had positive impacts on student reading comprehension, teacher instructional practices, and teacher knowledge of theories and strategies related to effective reading instruction. Pacific CHILD is a two-year professional development program that trains fourth and fifth grade teachers in research-based reading comprehension strategies and instructional practices for enhancing student reading comprehension. The program offers an annual 10-day summer institute, quarterly three-day institutes, monthly lesson demonstrations, twice-monthly classroom observations, and weekly structured learning team meetings. The study used a randomized design and involved 45 elementary schools across three entities in the Pacific region. The analysis sample for measuring impacts on achievement in reading comprehension consisted of 3,052 students, with 1,566 in the treatment group and 1,486 in the control group. |
12/20/2012 |
| NCEE 20124033 | Improving Adolescent Literacy Across the Curriculum in High Schools (Content Literacy Continuum, CLC)
For report NCEE 2013-4001 Lessons in Evaluation of the Content Literacy Continuum: Report on Program Impacts, Program Fidelity, and Contrast http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=34. This data file contains data from a study that examines the impact of the Content Literacy Continuum (CLC) on high school students' reading comprehension and accumulation of course credits in core subject areas. CLC combines instructional routines and learning strategies developed by the University of Kansas Center for Research on Learning. The study found no statistically significant impacts of CLC on either reading comprehension or credit accumulation in core subjects. The study used a randomized design and involved 33 high schools in nine school districts in four Midwestern states. This sample includes 7,365 grade 9 students from year 1; in year 2, the school records sample includes 7,951 grade 9 students and 8,514 grade 10 students. |
12/19/2012 |
| NCEE 20124034 | The Impact of Measures of Academic Progress on Differentiated Instruction and Student Achievement
For report NCEE 2013-4000 The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement http://ies.ed.gov/ncee/edlabs/projects/rct_245.asp?section=ALL This data file contains data from a study that examined the impact of the Measures of Academic Progress (MAP) program on student reading achievement and teachers' use of differentiated instructional practices. The study found no impacts of MAP on student reading achievement or on teachers' use of differentiated instructional practices. In spring 2007, 32 schools were block-randomized to adopt the MAP intervention in either grade 4 or grade 5. There were 172 teachers and 3,720 students in the final analytic sample, composed of 145 "two-year" teachers (teachers in either grade 4 or grade 5 during both years of the study) and 27 "one-year" teachers (new to the study in Year 2). |
12/18/2012 |
| NCEE 20124004 | Effects of the Lessons in Character English Language Arts Character Education Program on Behavior and Academic Outcomes
For report NCEE 2012-4005 Lessons in Character Impact Evaluation http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=91 This data file contains data from a study that examines the impact of the Lessons in Character (LIC) program—an English language arts-based character education program—on student academic achievement, social competence, and problem behaviors and, secondarily, on the school environment. The study found that students did not exhibit higher scores on measures of academic achievement and social competence, or lower scores on measures of problem behaviors after two academic years of potential LIC exposure than grade 4 and 5 students who attended schools in the control group. The study was conducted in 50 public elementary schools in California—34 in the Los Angeles and San Diego Metropolitan Statistical Areas, 13 in northern California, and 3 in central California. Half of the recruited schools were randomly assigned to an intervention group that had the opportunity to implement LIC in their 2nd-5th grade classrooms for two consecutive years, and half were assigned to the control group. The primary impact analyses included 4,683 students who were in grade 4 or 5 in year 2, and the exploratory analyses included 5,674 students who were in grade 4 or 5 in year 1. |
11/26/2012 |
| NCEE 20124043 | Does a Summer Reading Program Based on Lexiles Affect Reading Comprehension?
For report NCEE 2012-4006 Does a Summer Reading Program Based on Lexiles Affect Reading Comprehension? http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=295 This data file contains data from a randomized control trial that examined the whether sending students eight free books over the summer impacted their reading comprehension scores in the fall. The study found that the summer reading program did not have a statistically significant impact on student reading comprehension. The baseline sample consisted of 1,785 students (896 treatment and 889 control) in 112 schools. Eighty-eight percent of students in both groups (791 treatment and 780 control) completed the SRI, yielding a final analytic sample of 1,571 students. Eighty-four percent of students in the treatment group (n=750) and 83 percent in the control group (n=734) completed the summer reading survey. |
11/26/2012 |
| NCEE 20124041 | The Effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI)
For report NCEE 2012-4008 Evaluation of the Effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI) http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=69 This data file contains data from a cluster randomized trial examined the impact of the Alabama Math, Science, and Technology Initiative (AMSTI) on student’s mathematical problem solving and science achievement. The study also examined the effects on teacher's classroom practice and active learning instructional strategies. The study found AMSTI had a positive and statistically significant effect on classroom practices in mathematics and science after one year. The study found small, but statistically significant gains in student achievement in mathematics, but no effect in science achievement. The sample includes 82 schools, with about 780 teachers and 30,000 students in grades 4–8. |
11/26/2012 |
| NCEE 20104014 | Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten (VOCAB)
For report NCEE 2012-4005 Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten (VOCAB) http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=67 and NCEE 2012-4009 Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten (VOCAB): First Grade Follow-up Impact Report and Exploratory Analyses of Kindergarten Impacts http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=289 This data file contains data from a cluster randomized trial that examined the K-PAVE program’s effectiveness support the acquisition of vocabulary in young students. The study found that students who received the K-PAVE intervention were one month ahead of students in the control group in academic knowledge at the end of kindergarten, but did not find any statistically significant impacts of K-PAVE at the end of grade 1 on expressive vocabulary, academic knowledge, or passage comprehension. The final sample included 65 schools, including the 33 schools with complete written consent as of July, 24, 2008, and the 32 schools that had complete written consent as of August 7, 2008. The sample included 31 intervention and 34 control schools. |
11/26/2012 |
| NCEE 20124036 | Impact of the Thinking Reader Software Program on Grade 6 Reading Vocabulary, Comprehension, Strategies, and Motivation
For report NCEE 2010-4035 Impact of the Thinking Reader Software Program on Grade 6 Reading Vocabulary, Comprehension, Strategies, and Motivation http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=REL20104035 This data file contains data from a cluster randomized trial examined the impact of the Thinking Reader program on student vocabulary and reading comprehension. The study found no direct causal evidence supporting Thinking Reader’s effectiveness. The final analysis included 90 teachers and a minimum of 2,140 students (89% of the overall baseline sample, 90% of the intervention group, and 88% of the control group). |
11/26/2012 |
| NCEE 20124035 | Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students
For report NCEE 2012-4021 Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students http://ies.ed.gov/ncee/edlabs/projects/rct_231.asp?section=region This data file contains data from a cluster randomized control trial designed to inform the decisions of policymakers who are considering using online courses to provide access to Algebra I in grade 8. The study indicates that offering Algebra I as an online course significantly affected students’ algebra achievement at the end of grade 8 and increased their likelihood of participating in an advanced coursetaking sequence in high school. The first analytic sample included 440 algebra ready students who attended the participating schools in Maine and Vermont as grade 8 students in 2008/09 (218 in treatment schools, 222 in control schools). Of the 218 algebra ready students who attended treatment schools, 211 (97%) enrolled in the online Algebra I course. The second analytic sample included 1,445 non-algebra ready students (744 in treatment schools, 701 in control schools) who were in grade 8 in 2008/09. |
11/26/2012 |
| NCEE 20124031 | The Effects of Connected Mathematics 2 on Math Achievement in Grade 6 in the Mid-Atlantic Region
For report NCEE 2012-4017 The Effects of Connected Mathematics 2 on Math Achievement in Grade 6 in the Mid-Atlantic Region http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=25. This data file contains data from a cluster randomized to evaluate the effect of CMP2 on the mathematics achievement of grade 6 students. The study found no statistically significant impact on TerraNova posttest scores. The final analysis included 65 schools, including 5,677 students for the TerraNova and 5,584 for the PTV. This was 82 percent of the eligible students (students enrolled in a regular grade 6 mathematics class in a study school at the time of pretest) for the TerraNova at posttest and 80 percent of the eligible students for the PTV at pretest. |
11/26/2012 |
| NCEE 20124030 | The Effects of Success in Sight as a School Improvement Intervention
For report NCEE 2012-4014 The Effects of Success in Sight as a School Improvement Intervention http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=20. This data file contains data from a cluster randomized trial examined the impact of the Success in Sight on improving teacher and student outcomes in reading and mathematics. The study found no direct causal evidence supporting Success in Sight on student achievement in mathematics and reading. School recruitment efforts yielded 52 participating schools (26 treatment schools and 26 control schools) in eight districts. Researchers assigned participating schools to matched pairs based on their 2006 mean school reading scores and the percentage of students qualifying for free or reduced-price lunch. Within each matched pair, one school was randomly assigned to participate in the Success in Sight intervention (as a treatment school), and the other school was assigned to conduct business as usual (as a control school). Within participating schools, there were 8,182 students with reading achievement scores, 8,213 students with mathematics achievement scores, and 1,516 teacher participants. |
11/26/2012 |
| NCEE 20124026 | The Effects of Hybrid Algebra I on Teaching Practices, Classroom Quality, and Adolescent Learning
For report NCEE 2012-4020 Effects of the Kentucky Virtual Schools' hybrid program for algebra I on grade 9 student math achievement http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=8 This data file contains data from a randomized control trial quantifies the effectiveness of the Kentucky Virtual Schools’ hybrid program for algebra I, an intervention combining online instruction with face-to-face classroom teaching to increase student learning and achievement in grade 9 algebra I. The findings indicate that the students in the treatment group did not achieve scores on the prealgebra/algebra portion of the PLAN that were significantly different (higher or lower) than did students in the control group. Nor were students in the treatment group significantly more or less likely than students in the control group to enroll in a math course above algebra I the year after the intervention. A volunteer sample contained 6,908 students in 47 schools (30 of which are in rural areas) |
11/26/2012 |
| NCEE 20124048 | Evaluation of Program for Infant/Toddler Care (PITC): An On-site Training of Caregivers
For report NCEE 2012-4003 Evaluation of Program for Infant/Toddler Care (PITC): An On-site Training of Caregivers http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=REL20124003 This file contains information from a study that evaluated the impact of an on-site caregiver training intervention, the Program for Infant/Toddler Care (PITC), on child development and childcare program quality. The PITC intervention approach combines direct caregiver training and on-site coaching or other tailored assistance. This study tested a specific implementation model of PITC, with delivery of 64 hours of training and 40 hours of on-site coaching and support, requiring an average of 14 months for full implementation. The study was implemented over 2007-2010 in six Southern California counties and four Arizona counties. The study sample of 251 childcare programs included 92 childcare centers and 159 licensed family child care homes. |
7/5/2012 |
| NCEE 20124044 | The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools
For report NCEE 2011-4001 The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=78 This file contains data from a rigorous experimental study of the impact of the Collaborative Strategic Reading set of instructional strategies designed to improve the reading comprehension of students with diverse abilities. Teachers implement CSR at the classroom level using scaffolded instruction to guide students in the independent use of four comprehension strategies; students apply the strategies to informational text while working in small cooperative learning groups. The goals are to improve reading comprehension and conceptual learning so that academic performance also improves. Because CSR involves changes to teachers' instructional practices, regardless of subject matter, it can be used with a variety of curricula and in a variety of settings. The current study is a randomized controlled trial (RCT) examining the effect of CSR on student reading comprehension. Within each participating linguistically diverse school, grade 5 social studies classrooms were randomly assigned to either the CSR condition (using CSR when delivering social studies curricula) or to the control condition (a business-as-usual condition). Recruitment for the study focused on large urban and suburban districts that serve large numbers of ELL students (25 percent or more) in the Southwest Region. Districts serving large numbers of ELL students were targeted to obtain linguistically diverse schools to address the confirmatory research question and a large enough sample of ELL students to address the exploratory research questions. The final analytic sample included 74 classrooms (37 CSR, 37 control) across 26 schools and 5 districts in Oklahoma and Texas. Parent permission was required for students to participate in data collection for this study, and the final analytic sample included 1,355 students (681 CSR, 674 control). |
6/19/2012 |
| NCEE 20124042 | An Evaluation of Number Rockets: A Tier 2 Intervention for Grade 1 Students At Risk for Difficulties in Mathematics
For report NCEE 2012-4007 An Evaluation of Number Rockets: A Tier-2 Intervention for Grade 1 Students at Risk for Difficulties in Mathematics http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=80 This file contains data from a rigorous experimental study of the impact of the Number Rockets small group tutoring program on grade 1 math achievement. Number Rockets is an early mathematics intervention targeted to students at risk of falling behind. This study found that the Number Rockets intervention had a positive effect on math achievement in grade 1, without having a negative effect on reading achievement. Comparison students received regular core mathematics instruction but no additional support. There is information from 2,719 students: 1,643 intervention, 1,076 control who consented to participate in the study. These students were screened using a measure composed of six subtests. Three subtests were used in the Fuchs et al. (2005) study and measure grade 1 mathematics skills in solving computation problems, concept/application problems, and brief story problems; the other three were selected from research on valid screening measures in mathematics for grade 1 students (Jordan et al. 2007; Geary 1993; Baker et al. 2006; Clarke et al. 2006) and measure number sense, comparative judgments of numerical magnitude, and working memory. Administration time was about 25 minutes. Students with a screener composite score at or below the sample’s 35th percentile (994 students; 615 intervention, 379 control) were considered at risk and participated in the study. |
6/19/2012 |