Center for Data-Driven Reform in Education

Topic: Low Achieving Schools

Purpose: The Center for Data-Driven Reform in Education (CDDRE) conducts research into how school districts can use data-driven reform to improve student achievement. CDDRE provides the following services to state, district, and school leadership teams through its Raising the Bar program:

• Training in and coaching on using a data-driven decision-making process for planning and achievement.
• Information on research-proven solutions to student-achievement challenges.
• Training in and coaching on instructional leadership and achievement monitoring.

Projects

CDDRE is currently conducting research with 60 school districts located in Alabama, Arizona, Indiana, Ohio, Mississippi, Tennessee, and Pennsylvania. These districts were randomly assigned to immediate or delayed treatment groups. Once districts begin receiving services from CDDRE, the districts and their schools receive support in data analysis and achievement planning, selecting research-proven solutions, and monitoring achievement and instructional leadership.

Under No Child Left Behind, thousands of schools are failing to meet adequate yearly progress standards. The number of schools in difficulty has outpaced the capacity of state and district leaders to address them. State and district leaders need replicable strategies to help them ensure success on measured objectives. In response to this need, the Center aims to develop and rigorously evaluate state, district, and school-level strategies to enhance student achievement and help schools meet their performance goals.

The research questions to be answered include:

• Do districts that use the CDDRE model of data analysis and instructional review significantly improve student achievement?
• Do districts that use the CDDRE model of data analysis and instructional review, and implement a research-proven solution, significantly improve student achievement?

Key Personnel: Robert Slavin, GwenCarol Holmes

Center Website: http://www.cddre.org/

IES Program Contact: Dr. James Benson
Email: James.Benson@ed.gov
Telephone: (202) 219-2129

Publications from this project:

Journal Articles

Chambers, B., Abrami, P.C., Slavin, R.E., Madden, N.A. (2011). A Three-Tier Model Of Reading Instruction Supported By Technology. International Journal Of Innovation and Learning, 9 (3): 286–297.

Chambers, B., Abrami, P.C., Tucker, B.J., Slavin, R.E., Madden, N.A., Cheung, A., and Gifford, R. (2008). Computer Assisted Tutoring In Success For All: Reading Outcomes For First Grade. Journal Of Research On Effective Education, 1 (2): 120–137.

Chambers, B., Slavin, R.E., Madden, N.A., Abrami, P.C., Karanzalis, M., and Gifford, R. (2011). Small-Group Computer-Assisted Tutoring To Improve Reading Outcomes For Struggling First and Second Graders. Elementary School Journal, 111 (4): 625–640.

Cheung, A., and Slavin, R.E. (2005). Effective Reading Programs For English Language Learners and Other Language Minority Students. Bilingual Research Journal, 29 (2): 241–267.

Cheung, A., and Slavin, R.E. (2012). Effective Reading Programs For Spanish-Dominant English Language Learners (Ells) In The Elementary Grades. Review Of Educational Research, 82 (4): 351–395.

Cheung, A., and Slavin, R.E. (2013). The Effectiveness Of Educational Technology Applications For Enhancing Mathematics Achievement In K-12 Classrooms: A Meta-Analysis. Educational Research Review, 9: 88–113.

Cheung, A., and Slavin, R.E. (In Press). Effects Of Educational Technology Applications On Reading Outcomes For Struggling Readers: A Best-Evidence Synthesis. Reading Research Quarterly.

Cheung, A., and Slavin, R.E. (In Press). How Features Of Educational Technology Programs Affect Student Reading Outcomes: A Meta-Analysis. Educational Research Review.

Madden, N.A., Slavin, R.E., Logan, M., and Cheung, A. (2011). Effects Of Cooperative Writing With Embedded Multimedia: A Randomized Experiment. Effective Education, 3 (1), 1–9.

Slavin, R.E. (2005). Evidence-Based Reform In Education: Promise and Pitfalls. Mid-Western Educational Researcher, 18 (1): 8–13.

Slavin, R.E. (2006). Research and Effectiveness: A ‘10 Percent Solution' That Can Make Evidence-Based Reform A Reality. Education Week.

Slavin, R.E. (2008). Evidence-Based Reform In Education: What Will It Take? European Educational Research Journal, 7 (1): 124–128.

Slavin, R.E. (2008). Evidence-Based Reform In Education: Which Evidence Matters? Educational Researcher, 37 (1): 47–50.

Slavin, R.E. (2008). What Works? Issues In Synthesizing Education Program Evaluations. Educational Researcher, 37(1): 5–14.

Slavin, R.E. (In Press). Effective Programmes In Reading and Mathematics: Lessons From The Best Evidence Encyclopaedia. School Effectiveness and School Improvement.

Slavin, R.E. (In Press). Overcoming The Four Barriers To Evidence-Based Education. Education Week.

Slavin, R.E., and Cheung, A. (2005). A Synthesis Of Research On Language Of Reading Instruction For English Language Learners. Review Of Educational Research, 75 (2): 247–284.

Slavin, R.E., and Lake, C. (2008). Effective Programs In Elementary Mathematics; A Best-Evidence Synthesis. Review Of Educational Research, 78 (3): 427–515.

Slavin, R.E., and Madden, N.A. (2011). Measures Inherent To Treatments In Program Effectiveness Reviews. Journal Of Research On Educational Effectiveness, 4 (4): 370–380.

Slavin, R.E., and Smith, D. (2009). The Relationship Between Sample Sizes and Effect Sizes In Systematic Reviews In Education. Educational Evaluation and Policy Analysis, 31 (4): 500–506.

Slavin, R.E., Chamberlain, A., and Daniels, C. (2007). Preventing Reading Failure. Educational Leadership, 65 (2): 22–27.

Slavin, R.E., Chamberlain, A., Daniels, C., and Madden, N.A. (2009). The Reading Edge: A Randomized Evaluation Of A Middle School Cooperative Reading Program. Effective Education, 1 (1): 13–26.

Slavin, R.E., Cheung, A., Groff, C., and Lake, C. (2008). Effective Reading Programs For Middle and High Schools: A Best Evidence Synthesis. Reading Research Quarterly, 43 (3): 290–322.

Slavin, R.E., Holmes, G., Madden, N.A., Chamberlain, A., and Cheung, A. (2012). Effects Of A Data-Driven District Reform Model On State Assessment Outcomes. American Educational Research Journal, 50 (2), 371–396.

Slavin, R.E., Lake, C., and Groff, C. (2009). Effective Programs In Middle and High School Mathematics. Review Of Educational Research, 79 (2): 839–911.

Slavin, R.E., Lake, C., Chambers, B., Cheung, A., and Davis, S. (2009). Effective Reading Programs For The Elementary Grades: A Best-Evidence Synthesis. Review Of Educational Research, 79 (4), 1391–1465.

Slavin, R.E., Lake, C., Davis, S., and Madden, N. (2011). Effective Programs For Struggling Readers: A Best-Evidence Synthesis. Educational Research Review, 6: 1–26.

Slavin, R.E., Madden, N.A., Calderón, M.E., Chamberlain, A., and Hennessy, M. (2011). Reading and Language Outcomes Of A Five-Year Randomized Evaluation Of Transitional Bilingual Education. Educational Evaluation and Policy Analysis, 33 (1): 47–58.

Books

Slavin, R., Lake, C., Chambers, B., Cheung, C., and Davis, S. (2009). Effective Beginning Reading Programs: A Best-Evidence Synthesis. Baltimore, MD: Center for Research and Reform in Education, Johns Hopkins University.

Slavin, R., Lake, C., Cheung, A., and Davis, S. (2008). Beyond the Basics: Effective Reading Programs for the Upper Elementary Grades. Baltimore, MD: Center for Research and Reform in Education, Johns Hopkins University.

Book Chapters

Chambers, B., Cheung, A., and Slavin, R. (2006). A Review of Research on Alternative Early Childhood Program. In Spodek, B. and Saracho, O (Eds.), Handbook of Research on the Education of Young Children (pp. 347–360). Mahwah, NJ: Lawrence Erlbaum.

Chambers, B., Cheung, A., and Slavin, R.E. (2006). Effective Preschool Programs for Children at Risk of School Failure: a Best-Evidence Synthesis. In B. Spodek (Ed.), Handbook of Research on the Education of Young Children (pp. 347–360). New York, NY: Lawrence Erlbaum.

Chambers, B., De Botton, O., Cheung, A., Slavin, R.E. (2012). Effective Early Childhood Programs For Children At Risk Of School Failure. In O. N. Saracho And B. Spodek (Eds.). Handbook Of Research On The Education Of Young Children (3rd Ed). (Pp. 322–331). New York: Routledge.

Slavin R.E. (2008). Comprehensive School Reform. In C. Ames, D. Berliner, J. Brophy, L. Corno, and M. Mccaslin (Eds.). 21st Century Education: A Reference Handbook. (pp. 259–266). Thousand Oaks, CA: Sage.

Slavin, R.E (2013). Cooperative Learning And Achievement: Theory And Research. In W. Reynolds, G. Miller, and I. Weiner (Eds.) Handbook Of Psychology, Vol. 7 (2nd Ed.). (pp.199–212.). Hoboken, NJ: Wiley.

Slavin, R.E. (2009). Systematic Reviews Of Research On Educational Programs: Methodological And Substantive Issues. In R. St. Clair (Ed.), Education Science: Critical Perspectives (pp. 53–70). Rotterdam, The Netherlands: Sense.

Slavin, R.E. (2010). Innovations And Early Intervention In The Teaching Of Literacy. In P. Peterson, E. Baker, and B. Mcgaw (Eds.), International Encyclopedia Of Education, Volume 6 (pp. 221–226). Oxford: Elsevier.

Slavin, R.E., and Madden, N.A. (2010). Success for All: Prevention and early intervention in school-wide reform. In J. Meece and J. Eccles (Eds.), Handbook of research on schools, schooling, and human development. New York: Routledge.

Slavin, R.E., Madden, N.A. and Chambers, B. (2008). Success for All, embedded multimedia, and the teaching-learning orchestra. In S. Neuman. Pathways to literacy achievement for high poverty children: Ready to learn. (pp.243–259). Baltimore: Paul Brookes.