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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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Rathbun, Amy H.; Kena, Grace – AERA Online Paper Repository, 2016
First-time kindergartners who demonstrated positive approaches to learning behaviors more frequently in the fall of kindergarten tended to make greater gains in reading, mathematics, and science between kindergarten and second grade. For each additional point in students' fall kindergarten approaches to learning score, average gains from…
Descriptors: Kindergarten, Socioeconomic Status, Reading Achievement, Mathematics Achievement
Lee, Jaekyung; Finn, Jeremy; Liu, Xiaoyan – Online Submission, 2011
Through a synthesis of test publisher norms and national longitudinal datasets, this study provides new national norms of academic growth in K-12 reading and math that can be used to reinterpret conventional effect sizes in time units. We propose d' a time-indexed effect size metric to estimate how long it would take for an "untreated"…
Descriptors: Control Groups, National Norms, Effect Size, Mathematics Education
Hausken, E. Germino; Bose, J.; Lanauze, M. – 2000
This study examines the characteristics of a national sample of 2,684 public kindergarten classrooms by concentration of racial-ethnic minority enrollment. Data are from the Early Childhood Longitudinal Study of the National Center for Education Statistics. Most minority students are enrolled in regular kindergarten classes. Less than 10% of the…
Descriptors: Ethnicity, Kindergarten, Kindergarten Children, Longitudinal Studies
Rumberger, Russell W.; Anguiano, Brenda Arellano – University of California Linguistic Minority Research Institute, 2004
One of the most pressing problems in California is improving student academic performance, especially the state's burgeoning Latino student population. This study examined the extent of the achievement gap between Latino and White students over the first two years of elementary school and the characteristics of students and schools that contribute…
Descriptors: Achievement Gap, Academic Achievement, White Students, Hispanic American Students
Rathbun, Amy H.; Hausken, Elvira Germino – 2001
This study identified the types of transition activities practiced by kindergarten teachers/schools around the country, the relation of various school characteristics to transition activities, and the relation between transition activities and parent involvement during kindergarten. The study sample was comprised of 2,826 public school and 417…
Descriptors: Administrator Attitudes, Catholic Schools, Comparative Analysis, Family School Relationship
Rathbun, Amy H.; Walston, Jill T.; Hausken, Elvira Germino – 2000
This longitudinal study examined the extent to which developmentally appropriate practices of teaching and evaluation are accepted and implemented in primary schools and the relationship of teacher educational background and experience with the use of these practices. Data were obtained from the Early Childhood Longitudinal Study kindergarten…
Descriptors: Classroom Environment, Comparative Analysis, Developmentally Appropriate Practices, Educational Practices
Son, Seung-Hee Claire; Strasser, Katherine – 2002
Noting that families from different socioeconomic status groups (SES) showed differences in their literacy-related practices, this study examined the importance of considering home literacy activities and parental beliefs on early literacy skills as a potential mediator of SES on early reading. Data were obtained from the base year dataset of the…
Descriptors: Beliefs, Emergent Literacy, Family Environment, Family Literacy
Ingels, Steven J. – 1993
Recent investigations of the extent to which students with disabilities are allowed to participate in major national data collections used in measurement-driven education reform suggest that 40 to 50 percent of students with disabilities are typically excluded from major assessments, although they are included to a greater degree in assessments…
Descriptors: Attrition (Research Studies), Disabilities, Educational Assessment, Educational Change