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Showing 1 to 15 of 104 results Save | Export
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Keller, Bryan; Tipton, Elizabeth – Journal of Educational and Behavioral Statistics, 2016
In this article, we review four software packages for implementing propensity score analysis in R: "Matching, MatchIt, PSAgraphics," and "twang." After briefly discussing essential elements for propensity score analysis, we apply each package to a data set from the Early Childhood Longitudinal Study in order to estimate the…
Descriptors: Computer Software, Probability, Statistical Analysis, Longitudinal Studies
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Hong, Guanglei; Gagne, Joshua; West, Andrew – Society for Research on Educational Effectiveness, 2014
This study focuses on assessing the contribution of ELL services to Spanish-speaking students' mathematics learning in elementary schools. ELL students tend to have lower average math achievement at school entry and throughout elementary school. The term "ELL services" encompasses English-as-a-second-language (ESL) programs, bilingual…
Descriptors: Program Length, English Language Learners, English (Second Language), Second Language Learning
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Youn, Minjong – Early Child Development and Care, 2016
This study employed the concept of teachers' sense of responsibility for students' learning to examine the extent to which the gap in math learning growth is reduced and whether such attitudes can improve children's learning outcomes to a degree that is above and beyond their expected achievement relative to their initial academic skills. Analysis…
Descriptors: Teacher Influence, Teacher Attitudes, Outcomes of Education, Teacher Student Relationship
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Clarke, Ben; Baker, Scott; Smolkowski, Keith; Doabler, Christian; Strand Cary, Mari; Fien, Hank – Journal of Research on Educational Effectiveness, 2015
This study examined the efficacy of a core kindergarten mathematics program, Early Learning in Mathematics (ELM), a 120-lesson program with four content strands: (a) number operations, (b) geometry, (c) measurement, and (d) vocabulary. The study utilized a randomized block design, with 129 classrooms randomly assigned within schools to treatment…
Descriptors: Kindergarten, Young Children, Mathematics Instruction, Control Groups
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Clements, Douglas H.; Agodini, Roberto; Harris, Barbara – National Center for Education Evaluation and Regional Assistance, 2013
In this Appendix, we provide details about the data used for the current study, the curricula used in the classrooms from which data were collected, and the current study's methodological approach. (Contains 14 tables and 5 footnotes.)[For full report, see ED544189.]
Descriptors: Mathematics Curriculum, Teaching Methods, Mathematics Achievement, Institutional Characteristics
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Palardy, Gregory J. – Teachers College Record, 2015
Background: An enduring question about achievement gaps is, which aspects of schools contribute most? At the early grade levels, when children spend the vast majority of their school day in a single classroom with a single teacher, school inequities that correlate with achievement gaps likely originate within the classroom. This study examined the…
Descriptors: Achievement Gap, Elementary School Students, Context Effect, Teacher Effectiveness
Goetz, Michael Eric – ProQuest LLC, 2012
This study explores the cost-effectiveness ratios associated with individual tutoring, intensive reading/language arts instruction, and a focus on core subject areas. Using the Early Childhood Longitudinal Study (ECLS-K) database, this study analyzes these programs using a three-level hierarchical linear model (HLM) with a nationally…
Descriptors: Cost Effectiveness, Tutoring, Reading Instruction, Language Arts
Kang, Ho Soo – ProQuest LLC, 2013
Teacher professional development has long been of interest since it may affect teachers' learning, the practice of teaching, and student learning. Although empirical research has mainly explored the effect of specific professional development interventions on student achievement, these inventions have been initiated outside the school, and little…
Descriptors: Staff Meetings, Staff Development, Reading Achievement, Achievement Gap
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Milkie, Melissa A.; Warner, Catharine H. – Journal of Health and Social Behavior, 2011
Sociological research focuses on how poverty, family, and neighborhood dynamics shape children's problems, but knowledge about how school is related to children's mental health is underdeveloped, despite its central presence in children's lives. Using a social structure and personality-stress contagion perspective, the authors use a nationally…
Descriptors: Behavior Problems, Mental Health, Academic Standards, Social Structure
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Palacios, Natalia – Journal of Research in Childhood Education, 2017
This study uses the Early Childhood Longitudinal Study-Kindergarten Cohort to examine the influence that teachers and classrooms have on children's short- and long-term reading achievement trajectories throughout the elementary school years. The analytic sample in the 1st grade is 16,604 children nested within 5,029 teachers, the 3rd-grade sample…
Descriptors: Reading Achievement, Children, Longitudinal Studies, Surveys
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Patrick, Susan Kemper – AERA Online Paper Repository, 2016
Ability grouping is a common educational practice utilized by elementary teachers during reading instruction. This study examines whether ability grouping operates as a form of educational stratification by examining the following research question: To what extent do student literacy skills, background characteristics, and prior group placement…
Descriptors: Ability Grouping, Student Placement, Elementary School Teachers, Reading Instruction
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Gottfried, Michael A.; Harven, Aletha – Journal of Educational Research, 2015
The authors explored how classroom gender composition moderated the relationship between having classmates with emotional and behavioral disorders (EBD) and peers' academic achievement in both kindergarten and Grade 1 classrooms. Given the behavioral and social-cognitive styles of girls, it was hypothesized that classrooms with a higher percentage…
Descriptors: Classroom Environment, Gender Issues, Peer Relationship, Emotional Disturbances
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Carolan, Brian V.; Weiss, Christopher C.; Matthews, Jamaal S. – Youth & Society, 2015
There are few areas of school organization that reflect more dissatisfaction than how to structure the education of adolescents in the middle grades. This study uses multilevel models on nationally representative data provided by the Early Childhood Longitudinal Study to investigate the relationship between schools' middle-level grade span and…
Descriptors: Models, Correlation, Middle School Students, Mathematics Achievement
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Matthews, J. S.; Kizzie, Karmen T.; Rowley, Stephanie J.; Cortina, Kai – Journal of Educational Psychology, 2010
In this study, the authors examined the racial and gender gap in the academic development of African American and White children from kindergarten to 5th grade. Their main goal was to determine the extent to which social and behavioral factors, including learning-related skills, problem behaviors, and interpersonal skills, explain these gaps and…
Descriptors: African American Students, Behavior Problems, At Risk Students, Males
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Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Maczuga, Steve – Journal of Learning Disabilities, 2016
We analyzed two nationally representative, longitudinal data sets of U.S. children to identify risk factors for persistent mathematics difficulties (PMD). Results indicated that children from low socioeconomic households are at elevated risk of PMD at 48 and 60 months of age, as are children with cognitive delays, identified developmental delays…
Descriptors: Learning Problems, Learning Disabilities, At Risk Students, Mathematics Instruction
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