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Barnes, Marcia A.; Stuebing, Karla K.; Fletcher, Jack M.; Barth, Amy E.; Francis, David J. – Journal of Research on Educational Effectiveness, 2016
Difficulties suppressing previously encountered but currently irrelevant information from working memory characterize less skilled comprehenders in studies in which they are matched to skilled comprehenders on word decoding and nonverbal IQ. These "extreme" group designs are associated with several methodological issues. When sample size…
Descriptors: Reading Difficulties, Reading Comprehension, Secondary School Students, Short Term Memory
Penner, Emily K. – Journal of Research on Educational Effectiveness, 2016
This article examines the effect of Teach For America (TFA) on the distribution of student achievement in elementary school. It extends previous research by estimating quantile treatment effects (QTE) to examine how student achievement in TFA and non-TFA classrooms differs across the broader distribution of student achievement. It also updates…
Descriptors: Elementary School Students, Academic Achievement, Teacher Effectiveness, Program Effectiveness
Wong, Manyee; Cook, Thomas D.; Steiner, Peter M. – Journal of Research on Educational Effectiveness, 2015
Some form of a short interrupted time series (ITS) is often used to evaluate state and national programs. An ITS design with a single treatment group assumes that the pretest functional form can be validly estimated and extrapolated into the postintervention period where it provides a valid counterfactual. This assumption is problematic. Ambiguous…
Descriptors: Evaluation Methods, Time, Federal Legislation, Educational Legislation
Baker, Scott K.; Smolkowski, Keith; Chaparro, Erin A.; Smith, Jean L. M.; Fien, Hank – Journal of Research on Educational Effectiveness, 2015
Multitiered systems of reading instruction and intervention, including response to intervention, are widely used in early reading by schools to provide more intense services to students who need them. Research using randomized controlled trials has compared innovative Tier 2 interventions to business-as-usual Tier 2 approaches and established a…
Descriptors: Reading Instruction, Grade 1, Intervention, Response to Intervention
Wei, Xin – Journal of Research on Educational Effectiveness, 2012
The No Child Left Behind Act (NCLB) holds public schools accountable for the academic achievement of student subgroups that are larger than the state minimum-subgroup-size threshold. In 2004, California added students with disabilities to the NCLB subgroup categories. Using a regression discontinuity design, this study compared the academic…
Descriptors: Federal Legislation, Academic Achievement, Disabilities, Policy Analysis
Luyten, Hans; Veldkamp, Bernard – Journal of Research on Educational Effectiveness, 2011
This article details how cross-sectional data may be used to assess the effect of schooling. The methodology proposed requires that the data derive from two (or more) adjacent grades. Differences in learning outcomes between grades are assumed to be accounted for by differences in age, the education received, and unmeasured variables affecting…
Descriptors: Grades (Scholastic), Mathematics Achievement, Instructional Effectiveness, School Effectiveness