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No Child Left Behind Act 20012
Showing 1 to 15 of 71 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
York, Benjamin N. – Center for Education Policy Analysis at Stanford University, 2014
Teachers require knowledge of the unique skills that each child brings to the classroom in order to effectively target instruction towards students' learning needs. Despite substantial investments in programs aimed at enhancing teacher knowledge of individual students' skills (KISS), we know surprisingly little about how KISS is distributed or how…
Descriptors: Kindergarten, Preschool Teachers, Elementary School Teachers, Grade 1
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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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Byrnes, James P.; Miller-Cotto, Dana; Wang, Aubrey H. – Journal of Cognition and Development, 2018
As the United States experiences greater income inequality, more and more students experience an early science achievement gap. This study tested several competing theoretical models of early science achievement with a longitudinal sample of 14,624 children who were followed from kindergarten entry to the end of 1st grade. To understand why and…
Descriptors: Cognitive Development, Grade 1, Elementary School Students, Kindergarten
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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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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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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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Youn, Minjong – Journal of Educational Research, 2016
The author used the concepts of academic intensity and sense of responsibility to examine whether children with low school readiness may be moderated by the amount of exposure to learning activities and the attitudes that teachers hold toward these children. Analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort revealed that…
Descriptors: Longitudinal Studies, Surveys, Children, Teacher Responsibility
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Lleras, Christy; McKillip, Mary – Journal of Educational Research, 2017
School moves are common during elementary school in the United States. The authors address whether changing schools and residences affects the academic and behavioral development of young students. Utilizing data from the Early Childhood Longitudinal Study, the regression analyses show that, after controlling for prior achievement and behavior,…
Descriptors: Elementary School Students, Student Behavior, Learner Engagement, Academic Achievement
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Ottmar, Erin R.; Konold, Timothy R.; Berry, Robert Q.; Grissmer, David W.; Cameron, Claire E. – School Science and Mathematics, 2013
This study uses a large nationally representative data set (ECLS-K) of 5,181 students to examine the extent to which exposure to content and instructional practice contributes to mathematics achievement in fifth grade. Using hierarchical linear modeling, results suggest that more exposure to content beyond numbers and operations (i.e., geometry,…
Descriptors: Elementary School Mathematics, Grade 5, Mathematics Achievement, Elementary School Students
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