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No Child Left Behind Act 20011
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Showing 1 to 15 of 18 results Save | Export
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Morrissey, Taryn W.; Vinopal, Katie – Developmental Psychology, 2018
Neighborhoods provide resources that may affect children's achievement or moderate the influences of other developmental contexts, such as early care and education (ECE). Using a sample (N ˜ 12,430) from the 2010-2011 Early Childhood Longitudinal Study-Kindergarten Cohort, merged with census tract-level poverty data from the 2008-2012 American…
Descriptors: Longitudinal Studies, Surveys, Early Childhood Education, Kindergarten
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Baker, Claire E. – Early Child Development and Care, 2018
The present study used a large sample of mostly non-resident fathers (74%) to determine whether father-school involvement (e.g. attending parent-teacher conferences) predicted better academic and social emotional skills after controlling for the influence of mother-school involvement, the quality of children's home learning environment, and…
Descriptors: Fathers, Parent School Relationship, Predictor Variables, Academic Achievement
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Sullivan, Amanda L.; Kohli, Nidhi; Farnsworth, Elyse M.; Sadeh, Shanna; Jones, Leila – School Psychology Quarterly, 2017
Objective: Accurate estimation of developmental trajectories can inform instruction and intervention. We compared the fit of linear, quadratic, and piecewise mixed-effects models of reading development among students with learning disabilities relative to their typically developing peers. Method: We drew an analytic sample of 1,990 students from…
Descriptors: Reading Achievement, Learning Disabilities, Comparative Analysis, Children
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Davis, Tomeka M. – Race, Ethnicity and Education, 2016
As the number of biracial individuals in the US continues to grow, so does research focused on them. While some of this literature examines how biracials fare on a host of social outcomes, little research examines whether part-white biracials are able to use their whiteness as a resource to gain additional resources or rewards. This research seeks…
Descriptors: Minority Group Students, Multiracial Persons, Social Capital, Whites
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Mulligan, Gail M.; McCarroll, Jill Carlivati; Flanagan, Kristin Denton; Potter, Daniel – National Center for Education Statistics, 2016
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), is collecting information about the early educational experiences of a nationally representative sample of children who were in kindergarten or who were of kindergarten age in ungraded classrooms or schools in the 2010-11 school year. The data collection began in…
Descriptors: Grade 3, Early Childhood Education, Longitudinal Studies, Kindergarten
Lee, Jaekyung; Kim, Namsook – Online Submission, 2016
This study examines the pattern and extent of actual vs. perceived math achievement gaps (test scores vs. self-ratings) among Koreans, Korean-American immigrants and Korean-American natives. The study links TIMSS 2007 8th grade math data and ECLS-K 2007 8th grade math data together for matched sample (Korean ethnicity) comparisons. In terms of…
Descriptors: Asians, Immigrants, Korean Americans, Comparative Analysis
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Puccioni, Jaime – Literacy Research: Theory, Method, and Practice, 2015
Policies increasing the amount of time allocated to reading instruction are popular initiatives to meet the demands of accountability testing. Research suggests that time on instruction and children's approaches to learning (ATL), which generally includes measures of attention, persistence, motivation, and flexibility, are positively associated…
Descriptors: Predictor Variables, Reading Achievement, Reading Instruction, Accountability
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Quinn, David M.; Cooc, North – Educational Researcher, 2015
Research on science achievement disparities by gender and race/ethnicity often neglects the beginning of the pipeline in the early grades. We address this limitation using nationally representative data following students from Grades 3 to 8. We find that the Black-White science test score gap (-1.07 SD in Grade 3) remains stable over these years,…
Descriptors: Achievement Gap, Science Achievement, Gender Differences, Racial Differences
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Sonnenschein, Susan; Galindo, Claudia – Journal of Educational Research, 2015
This study used Early Childhood Longitudinal Study-Kindergarten Cohort data to examine influences of the home and classroom learning environments on kindergarten mathematics achievement of Black, Latino, and White children. Regardless of race/ethnicity, children who started kindergarten proficient in mathematics earned spring scores about 7-8…
Descriptors: Early Childhood Education, Kindergarten, Family Environment, Family Influence
Koziol, Natalie A.; Arthur, Ann M.; Hawley, Leslie R.; Bovaird, James A.; Bash, Kirstie L.; McCormick, Carina; Welch, Greg W. – Journal of Research in Rural Education, 2015
Defining rural is a critical task for rural education researchers, as it has implications for all phases of a study. However, it is also a difficult task due to the many ways in which rural can be theoretically, conceptually, and empirically operationalized. This article provides researchers with specific guidance on important theoretical and…
Descriptors: Rural Areas, Rural Education, Statistical Analysis, Educational Research
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Bitler, Marianne; Domina, Thurston; Penner, Emily; Hoynes, Hilary – Journal of Research on Educational Effectiveness, 2015
We use quantile treatment effects estimation to examine the consequences of the random-assignment New York City School Choice Scholarship Program across the distribution of student achievement. Our analyses suggest that the program had negligible and statistically insignificant effects across the skill distribution. In addition to contributing to…
Descriptors: Educational Assessment, School Choice, Educational Vouchers, Case Studies
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Bottia, Martha Cecilia; Moller, Stephanie; Mickelson, Roslyn Arlin; Stearns, Elizabeth – Elementary School Journal, 2014
Analyzing Early Childhood Longitudinal Survey--Kindergarten (ECLS-K) data, we examine how exposure to instructional practices influences math test scores at the end of kindergarten for children from different racial/ethnic and socioeconomic backgrounds, and for children with different levels of math skills at kindergarten entry. We also analyze…
Descriptors: Teaching Methods, Mathematics Instruction, Kindergarten, Student Diversity
Wolfgang, Jeff Drayton – ProQuest LLC, 2013
National educational achievement statistics show that academic underachievement is a significant problem for all students in the United States and for culturally diverse students in particular. The relationship of attachment and its interaction with traumatic stress has been proposed as an alternative explanation for the persistent…
Descriptors: Academic Achievement, Underachievement, Student Diversity, Stress Variables
Willoughby, Michael T.; Blair, Clancy B. – Grantee Submission, 2016
This study tested whether individual executive function (EF) tasks were better characterized as formative or reflective indicators of the latent construct of EF. EF data that were collected as part of the Family Life Project (FLP), a prospective longitudinal study of families who were recruited at the birth of a new child (N = 1,292), when…
Descriptors: Preschool Children, Kindergarten, Executive Function, Formative Evaluation
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Hong, Guanglei – Journal of Educational and Behavioral Statistics, 2010
Defining causal effects as comparisons between marginal population means, this article introduces marginal mean weighting through stratification (MMW-S) to adjust for selection bias in multilevel educational data. The article formally shows the inherent connections among the MMW-S method, propensity score stratification, and…
Descriptors: Statistical Analysis, Scores, Statistical Inference, Homogeneous Grouping
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