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Schueler, Beth E.; Asher, Catherine Armstrong; Larned, Katherine E.; Mehrotra, Sarah; Pollard, Cynthia – American Educational Research Journal, 2022
The public narrative surrounding efforts to improve low-performing K-12 schools in the United States has been notably gloomy. But what is known empirically about whether school improvement works, which policies are most effective, which contexts respond best to intervention, and how long it takes? We meta-analyze 141 estimates from 67 studies of…
Descriptors: Low Achievement, Institutional Characteristics, Kindergarten, Elementary Secondary Education
Clements, Douglas H.; Sarama, Julie; Wolfe, Christopher B.; Spitler, Mary Elaine – American Educational Research Journal, 2013
Using a cluster randomized trial design, we evaluated the persistence of effects of a research-based model for scaling up educational interventions. The model was implemented in 42 schools in two city districts serving low-resource communities, randomly assigned to three conditions. In pre-kindergarten, the two experimental interventions were…
Descriptors: Mathematics Instruction, Intervention, Early Childhood Education, Experimental Groups
Tong, Fuhui; Lara-Alecio, Rafael; Irby, Beverly; Mathes, Patricia; Kwok, Oi-man – American Educational Research Journal, 2008
The authors examined the effectiveness of a 2-year (kindergarten and first grade) oral English intervention provided to 534 Hispanic English-language learners in transitional bilingual education (TBE) and structured English immersion (SEI) programs. Using latent growth modeling, the authors compared instructional programs in relation to growth…
Descriptors: Intervention, Immersion Programs, Bilingual Education, Effect Size
Borman, Geoffrey D.; Slavin, Robert E.; Cheung, Alan C. K.; Chamberlain, Anne M.; Madden, Nancy A.; Chambers, Bette – American Educational Research Journal, 2007
Using a cluster randomization design, schools were randomly assigned to implement Success for All, a comprehensive reading reform model, or control methods. This article reports final literacy outcomes for a 3-year longitudinal sample of children who participated in the treatment or control condition from kindergarten through second grade and a…
Descriptors: Academic Achievement, Literacy, Grade 2, Grade 1
Crosnoe, Robert – American Educational Research Journal, 2005
Children from Mexican immigrant families represent one of the fastest-growing populations in the American educational system, but their ability to use this system to improve their long-term prospects may be hampered by problems associated with their schools. The present study explored this issue in a national sample of American kindergarteners.…
Descriptors: Immigrants, Personality Traits, Educational Environment, Mental Health