Students with disabilities (SWDs) perform below their peers in math on national and state assessments. The quality of teachers who provide these students with math instruction is an unexamined variable that could influence this low achievement. We used data from more than 1 million students to compare the quality of teachers assigned to teach math…

For years scholars have attended to either generic or content-specific teaching practices attempting to understand instructional quality and its effects on student learning. Drawing on the TIMSS 2007 and 2011 databases, this exploratory study empirically tests the hypothesis that attending to both types of practices can help better explain student…

Multilevel modeling was used to investigate the relationship between poverty status, mathematics achievement gains, and behavioral engagement in learning over kindergarten. Data included information on 11,680 poor, low-income, and non-poor kindergartners from the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998-1999 (ECLS-K). Results…

This article reports the findings from a comparative analysis that examined several mathematical content strands, reasoning processes, and emphasis on technology in prior K-8 state mathematics standards and the Common Core State Standards for Mathematics (CCSSM). Various methodological tools were utilized to compare and contrast CCSSM with prior…

This study contributes a novel perspective on grade retention by empirically examining how classroom composition relates to the standardized-testing performance of grade-retained students in their post-retained years. This evaluation employed a sample of entire cohorts of urban elementary school children in the Philadelphia School District over 6…

This study examined the efficacy of a core kindergarten mathematics program, ELM, a 120-lesson comprehensive curriculum providing instruction in (a) number operations, (b) geometry, (c) measurement, and (d) vocabulary. ELM is designed to address the learning needs of all students, including at-risk students in the general education or Tier I…

Compared the effectiveness of two instructional conditions in a first-grade mathematics class: one comprised entirely of teacher-directed activities; the other including a supplemental peer practice activity. Found that both procedures were associated with divergent instructional processes and that supplemental practice with peers increased…

Basics skills achievement of students of 48 elementary school teachers who received in-service training in the Program for Effective Teaching was compared longitudinally to the achievement of students of 34 teachers who had not received such training. No differences in achievement between the groups of students were found. (BB)

The effect of summer break on mathematics and spelling performance of second through fifth grade students were assessed by comparing aggregated curriculum-based test scores administered in the spring and fall. Results indicated second and third grade students regressed in spelling; not in mathematics. The reverse was true for fourth and fifth…