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Butler, Aaron; Poquette, Hannah – Kentucky Department of Education, 2019
The purpose of this study is to investigate the progress being made to close the current achievement gap in Kentucky. Guiding the study is the following research question: Which districts are closing racial and socioeconomic achievement gaps at rates that exceed expectations? The authors assess districts' progress in closing racial and…
Descriptors: Achievement Gap, School Districts, Racial Differences, Ethnicity
Kuhfeld, Megan – Phi Delta Kappan, 2019
It has been common knowledge for decades that poor and working-class students tend to experience "summer learning loss," a drop in performance between spring and fall that serves to widen the gap between students. However, new research shows that the reality of summer learning loss is more complex. Megan Kuhfeld draws on data from the…
Descriptors: At Risk Students, Achievement Gains, Academic Achievement, Reading Achievement
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Park, Sira; Holloway, Susan D. – Journal of Educational Research, 2017
Policymakers view parental involvement (PI) as a crucial component of school reform efforts, but evidence of its effect on student achievement is equivocal. Using the Early Childhood Longitudinal Study-Kindergarten Cohort dataset, we examined the long-term impact on student- and school-level achievement of three types of school-based PI: PI to…
Descriptors: Longitudinal Studies, Parent Participation, Hierarchical Linear Modeling, Reading Achievement
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Hunt, Jessica; Westenskow, Arla; Moyer-Packenham, Patricia S. – Education Sciences, 2017
For children with persistent mathematics difficulties, research and practice espouses that an altered kind of mathematics instruction is necessary due to sustained performance differences. Yet, a critical issue in mathematics education rests in the question of why research locates the problem within these children. In this paper, we challenge a…
Descriptors: Mathematics Achievement, Low Achievement, Mathematics Instruction, Teaching Methods
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Garet, Michael S.; Wayne, Andrew J.; Brown, Seth; Rickles, Jordan; Song, Mengli; Manzeske, David – National Center for Education Evaluation and Regional Assistance, 2017
Educator performance evaluation systems are a potential tool for improving student achievement by increasing the effectiveness of the educator workforce. For example, recent research suggests that giving more frequent, specific feedback on classroom practice may lead to improvements in teacher performance and student achievement. This report is…
Descriptors: Performance Based Assessment, Feedback (Response), School Districts, Classroom Techniques
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Garet, Michael S.; Wayne, Andrew J.; Brown, Seth; Rickles, Jordan; Song, Mengli; Manzeske, David – National Center for Education Evaluation and Regional Assistance, 2017
Educator performance evaluation systems are a potential tool for improving student achievement by increasing the effectiveness of the educator workforce. For example, recent research suggests that giving more frequent, specific feedback on classroom practice may lead to improvements in teacher performance and student achievement. This report is…
Descriptors: Performance Based Assessment, Feedback (Response), School Districts, Classroom Techniques
Nese, Joseph F. T.; Stevens, Joseph J.; Schulte, Ann C.; Tindal, Gerald; Elliott, Stephen N. – Journal of Special Education, 2017
Our purpose was to examine different approaches to modeling the time-varying nature of exceptionality classification. Using longitudinal data from one state's mathematics achievement test for 28,829 students in Grades 3 to 8, we describe the reclassification rate within special education and between general and special education, and compare four…
Descriptors: Classification, Achievement Gains, Special Needs Students, Mathematics Achievement
Park, Maysoon Mohamad – ProQuest LLC, 2017
This quantitative study evaluated how two consecutive years of math Response to Intervention (RtI) demonstrated its effectiveness on 995 fifth grade students within the School District A (SDA) on Smarter Balanced (SB) assessments. Research questions: "What is the relationship between the duration of math RtI implementation and math…
Descriptors: Statistical Analysis, Response to Intervention, Grade 5, Mathematics Instruction
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Warkentien, Siri; Silver, David – Society for Research on Educational Effectiveness, 2016
Public schools with impressive records of serving lower-performing students are often overlooked because their average test scores, even when students are growing quickly, are lower than scores in schools that serve higher-performing students. Schools may appear to be doing poorly either because baseline achievement is not easily accounted for or…
Descriptors: Public Schools, Low Achievement, Value Added Models, Achievement Gains
Beckley Yeager, Roberta – ProQuest LLC, 2016
Acting out behaviors is a hindrance to learning across the country. The school-wide positive behavior support (SWPBS) model is a behaviorally-based systems approach to addressing problem behaviors in our school today. The problem this study is designed to address is the issue that student misbehaviors and disruptions cause a loss of valuable…
Descriptors: Student Behavior, Positive Behavior Supports, Behavior Problems, Mathematics Achievement
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Llosa, Lorena; Lee, Okhee; Jiang, Feng; Haas, Alison; O'Connor, Corey; Van Booven, Christopher D.; Kieffer, Michael J. – American Educational Research Journal, 2016
The authors evaluated the effects of P-SELL, a science curricular and professional development intervention for fifth-grade students with a focus on English language learners (ELLs). Using a randomized controlled trial design with 33 treatment and 33 control schools across three school districts in one state, we found significant and meaningfully…
Descriptors: Intervention, Science Education, Science Course Improvement Projects, Program Effectiveness
Johnson, Matthew; Demers, Alicia; Johnson, Cleo Jacobs; Gentile, Claudia – Mathematica Policy Research, Inc., 2016
As part of its ongoing efforts to raise the academic achievement of children from low-income families in Kansas City, Missouri, the Ewing Marion Kauffman Foundation founded the Ewing Marion Kauffman School in fall 2011. The Kauffman School's mission is "to prepare students to excel academically, graduate from college, and apply their unique…
Descriptors: Charter Schools, Low Income Groups, At Risk Students, Academic Achievement
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Randel, Bruce; Apthorp, Helen; Beesley, Andrea D.; Clark, Tedra F.; Wang, Xin – Journal of Educational Research, 2016
The authors describe an impact study of Classroom Assessment for Student Learning (CASL), a widely used professional development program in classroom and formative assessment. Researchers randomly assigned 67 elementary schools to receive CASL materials or continue with regularly scheduled professional development. Teachers in CASL schools formed…
Descriptors: Professional Development, Educational Assessment, Student Evaluation, Formative Evaluation
Cronin, John; Jensen, Nate; Wise, Steve – Phi Delta Kappan, 2016
In 2012, New York education officials and the state's teachers union announced one of the nation's most aggressive programs for teacher and principal evaluation--the Annual Professional Performance Review system (APPR)--which required that 40% of an educator's evaluation be based on student growth, using a combination of the state assessment and…
Descriptors: Evaluation Methods, Teacher Evaluation, Achievement Gains, Data Collection
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Reeger, Adam; Gaasedelen, Owen; Welch, Catherine; Dunbar, Stephen – AERA Online Paper Repository, 2016
Student Growth Percentiles (SGPs) are increasingly being used in evaluations of teacher effectiveness. This study investigates two properties of SGPs: 1) SGP sensitivity to reference group characteristics such as sample size, free and reduced lunch (FRL) status, and English language learner (ELL) status; and 2) variation in score changes across…
Descriptors: Teacher Effectiveness, Teacher Evaluation, Accountability, Sample Size
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