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ERIC Number: EJ935253
Record Type: Journal
Publication Date: 2011-Sep
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-3737
A Multistate District-Level Cluster Randomized Trial of the Impact of Data-Driven Reform on Reading and Mathematics Achievement
Carlson, Deven; Borman, Geoffrey D.; Robinson, Michelle
Educational Evaluation and Policy Analysis, v33 n3 p378-398 Sep 2011
Analyzing mathematics and reading achievement outcomes from a district-level random assignment study fielded in over 500 schools within 59 school districts and seven states, the authors estimate the 1-year impacts of a data-driven reform initiative implemented by the Johns Hopkins Center for Data-Driven Reform in Education (CDDRE). CDDRE consultants work with districts to implement quarterly student benchmark assessments and provide district and school leaders with extensive training on interpreting and using the data to guide reform. Relative to a control condition, in which districts operated as usual without CDDRE services, the data-driven reform initiative caused statistically significant districtwide improvements in student mathematics achievement. The CDDRE intervention also had a positive effect on reading achievement, but the estimates fell short of conventional levels of statistical significance. (Contains 1 figure, 3 tables, and 16 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama; Arizona; Indiana; Mississippi; Ohio; Pennsylvania; Tennessee
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
IES Cited: ED559916; ED559928