NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
What Works Clearinghouse Rating
Meets WWC Standards without Reservations36
Meets WWC Standards with or without Reservations55
Showing 1 to 15 of 55 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Lin-Siegler, Xiaodong; Ahn, Janet N.; Chen, Jondou; Fang, Fu-Fen Anny; Luna-Lucero, Myra – Journal of Educational Psychology, 2016
Students' beliefs that success in science depends on exceptional talent negatively impact their motivation to learn. For example, such beliefs have been shown to be a major factor steering students away from taking science and math courses in high school and college. In the present study, we tested a novel story-based instruction that models how…
Descriptors: High School Students, Science Interests, Learning Motivation, Science Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Castleman, Benjamin L.; Page, Lindsay C. – Perspectives in Peer Programs, 2016
A report released in April 2013 by Benjamin L Castleman of Harvard University and Lindsay C. Page of the Center for Education Policy Research at Harvard University examines the implications of two forms of interventions during the summer between high school and the first year of college on college enrollment. "Summer Nudging: Can Personalized…
Descriptors: Synchronous Communication, Handheld Devices, Low Income Groups, High School Graduates
Fong, Anthony B.; Finkelstein, Neal D.; Jaeger, Laura M.; Diaz, Rebeca; Broek, Marie E. – WestEd, 2015
The Expository Reading and Writing Course (ERWC) was developed by California State University (CSU) faculty and high school educators to improve the academic literacy of high school seniors, thereby reducing the need for students to enroll in remedial English courses upon entering college. This report, produced by Innovation Studies at WestEd,…
Descriptors: Expository Writing, Course Evaluation, High School Seniors, Grade 12
Peer reviewed Peer reviewed
Direct linkDirect link
Barr, Dennis J.; Boulay, Beth; Selman, Robert L.; McCormick, Rachel; Lowenstein, Ethan; Gamse, Beth; Fine, Melinda; Leonard, M. Brielle – Teachers College Record, 2015
Background/Context: Billions of dollars are spent annually on professional development (PD) for educators, yet few randomized controlled trials (RCT) have demonstrated the ultimate impact PD has on student learning. Further, while policymakers and others speak to the role schools should play in developing students' civic awareness, RCTs of PD…
Descriptors: Faculty Development, Secondary School Teachers, Citizenship Education, Academic Achievement
Fancsali, Cheri; Abe, Yasuyo; Pyatigorsky, Mikhail; Ortiz, Lorena; Chan, Vincent; Saltares, Eliana; Toby, Megan; Schellinger, Adam; Jaciw, Andrew – Empirical Education Inc., 2015
The Reading Apprenticeship instructional framework was developed by WestEd's Strategic Literacy Initiative (SLI) two decades ago to help teachers provide the literacy support students need to be successful readers in the content areas. It has since reached over 100,000 teachers in schools across the country, at the middle school, high school, and…
Descriptors: Reading Programs, Content Area Reading, Metacognition, Program Implementation
Pane, John F.; Griffin, Beth Ann; McCaffrey, Daniel F.; Karam, Rita – RAND Corporation, 2014
This addendum to previously published results presents alternative analyses of data from large-scale effectiveness studies of Cognitive Tutor Algebra I in middle schools and high schools. These alternative analyses produce results that are substantively the same as previously reported. We find a significant positive effect of 0.21 standard…
Descriptors: Algebra, Statistical Significance, Pretests Posttests, Reader Response
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Angrist, Joshua D.; Cohodes, Sarah R.; Dynarski, Susan M.; Pathak, Parag A.; Walters, Christopher R. – Society for Research on Educational Effectiveness, 2014
One of the most important questions in education research is whether the gains from interventions for which perceived short-term success can be sustained. The possibility of short-lived impacts is especially relevant for research on charter schools, where charter operators who face high-stakes assessments have an incentive to "teach to the…
Descriptors: Charter Schools, High Schools, College Preparation, College Admission
Peer reviewed Peer reviewed
PDF on ERIC Download full text
What Works Clearinghouse, 2014
The 2013 study, "Evaluation of the College Possible Program: Results From a Randomized Controlled Trial", investigated the effect of the "College Possible" program, which is designed to serve low-income high school students by providing SAT/ACT test preparation, financial aid consulting, and college admissions guidance in an…
Descriptors: Program Evaluation, Regression (Statistics), Low Income, High School Students
Peer reviewed Peer reviewed
PDF on ERIC Download full text
What Works Clearinghouse, 2014
The 2014 study, "Conceptualizing Astronomical Scale: Virtual Simulations on Handheld Tablet Computers Reverse Misconceptions," examined the effects of using the true-to-scale (TTS) display mode versus the orrery display mode in the iPad's Solar Walk software application on students' knowledge of the Earth's place in the solar system. The…
Descriptors: Astronomy, Science Instruction, Computer Simulation, Handheld Devices
Peer reviewed Peer reviewed
Direct linkDirect link
Pane, John F.; Griffin, Beth Ann; McCaffrey, Daniel F.; Karam, Rita – Educational Evaluation and Policy Analysis, 2014
This article examines the effectiveness of a technology-based algebra curriculum in a wide variety of middle schools and high schools in seven states. Participating schools were matched into similar pairs and randomly assigned to either continue with the current algebra curriculum for 2 years or to adopt Cognitive Tutor Algebra I (CTAI), which…
Descriptors: Mathematics Instruction, Algebra, Mathematics Curriculum, Educational Technology
Peer reviewed Peer reviewed
Direct linkDirect link
Castleman, Benjamin L.; Page, Lindsay C.; Schooley, Korynn – Journal of Policy Analysis and Management, 2014
Despite decades of policy intervention to increase college entry and success among low-income students, considerable gaps by socioeconomic status remain. To date, policymakers have overlooked the summer after high school as an important time period in students' transition to college, yet recent research documents high rates of summer attrition…
Descriptors: College Applicants, Student Attrition, Enrollment, Persistence
Peer reviewed Peer reviewed
Direct linkDirect link
Johnson, Valerie L.; Simon, Patricia; Mun, Eun-Young – Journal of Educational Research, 2014
The authors investigated the impact of a manualized high school transition program, the Peer Group Connection (PGC) program, on the graduation rate at a low-income, Mid-Atlantic high school. The program utilized 12th-grade student peer leaders to create a supportive environment for incoming ninth-grade students. Results of a randomized control…
Descriptors: High School Students, Graduation Rate, Hispanic Americans, Males
Peer reviewed Peer reviewed
Direct linkDirect link
Giani, Matthew; Alexander, Celeste; Reyes, Pedro – High School Journal, 2014
Despite the growing popularity of dual-credit courses as a college readiness strategy, numerous reviews of the literature have noted a number of important limitations of the research on the effects of dual-credit on student postsecondary outcomes. This study addressed these gaps in the literature by estimating the impact of dual-credit courses on…
Descriptors: Dual Enrollment, Outcomes of Education, Postsecondary Education, Access to Education
Thachil, Shoba Anne – ProQuest LLC, 2013
This study examined factors that relate to the persistence of first-generation undergraduate students in a 4-year public university in the Southeastern United States. Results were analyzed from a 2011 two-part survey: CARES-I (College Assessment of Readiness for Entering Students-Intent) and CARES-A (College Assessment of Readiness for Entering…
Descriptors: First Generation College Students, Undergraduate Students, Academic Persistence, Semi Structured Interviews
Peer reviewed Peer reviewed
Direct linkDirect link
An, Brian P. – Educational Evaluation and Policy Analysis, 2013
Dual enrollment in high school is viewed by many as one mechanism for widening college admission and completion of low-income students. However, little evidence demonstrates that these students discretely benefit from dual enrollment and whether these programs narrow attainment gaps vis-a-vis students from middle-class or affluent family…
Descriptors: Dual Enrollment, High School Students, Low Income, College Admission
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4