Recent studies indicate that examiners make a number of intentional and unintentional errors when administering reading assessments to students. Because these errors introduce construct-irrelevant variance in scores, the fidelity of test administrations could influence the results of evaluation studies. To determine how assessment fidelity is…

This synthesis extends a report of research on extensive interventions in kindergarten through third grade (Wanzek & Vaughn, 2007) to students in Grades 4 through 12, recognizing that many of the same questions about the effectiveness of reading interventions with younger students are important to address with older students, including (a) how…

The authors review what is known about early and universal algebra, including who is getting access to algebra and student outcomes associated with algebra course taking in general and specifically with universal algebra policies. The findings indicate that increasing numbers of students, some of whom are underprepared, are taking algebra earlier.…

The authors reviewed all peer-reviewed studies with participants from preschool to Grade 8 for this meta-analysis of morphological interventions. They identified 22 applicable studies. Instructional effects (Cohen's d) were averaged by linguistic outcome categories (morphological sublexical, non-morphological sublexical, lexical, and supralexical)…

This article reports a synthesis of intervention studies conducted between 1994 and 2004 with older students (Grades 6-12) with reading difficulties. Interventions addressing decoding, fluency, vocabulary, and comprehension were included if they measured the effects on reading comprehension. Twenty-nine studies were located and synthesized.…

This meta-analysis assesses the effectiveness of volunteer tutoring programs for improving the academic skills of students enrolled in public schools Grades K-8 in the United States and further investigates for whom and under what conditions tutoring can be effective. The authors found 21 studies (with 28 different study cohorts in those studies)…

This article reviews research on the achievement outcomes of mathematics programs for middle and high schools. Study inclusion requirements include use of a randomized or matched control group, a study duration of at least 12 weeks, and equality at pretest. There were 100 qualifying studies, 26 of which used random assignment to treatments. Effect…