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Tag: impact Tag » impact- 1/1/04 - National Institute for Urban School Improvement,
The concept of Universal Design foregrounds equitable opportunities and access to spaces, information and participation for all by creating environments and products that accommodate as many individuals as possible from the beginning. Universal Designs for Learning (UDL) extends Universal Design into the field of education. While initially defined as a method to minimize barriers students may experience when learning new concepts, this professional learning module presents UDL as an approach... - 1/1/05 - Hanushek, Eric A., Raymond, Margaret E.
The leading school reform policy in the United States revolves around strong accountability of schools with consequences for performance. The federal government's involvement through the No Child Left Behind Act of 2001 reinforces the prior movement of many states toward policies based on measured student achievement. Analysis of state achievement growth as measured by the National Assessment of Educational progress shows that accountability systems introduced during the 1990s had a clear... - 1/18/09 - Eric Isenberg , Steven Glazerman , Martha Bleeker , Amy Johnson , Julieta Lugo-Gil , Mary Grider , Sarah Dolfin , Edward Britton , Melanie Ali
The report, Impacts of Comprehensive Teacher Induction: Results from the Second Year of a Randomized Controlled Study, compares outcomes of teachers offered intensive induction activities with full-time mentors to those of teachers with less intensive, less structured induction activities using an experimental study design. This second report includes information from10 districts in which teachers were offered one year of comprehensive induction services ("one-year" districts) and 7... - 1/18/09 - Peter Z. Schochet
Examines theoretical and empirical issues related to the statistical power of impact estimates under clustered regression discontinuity (RD) designs. The theory is grounded in the causal inference and HLM modeling literature, and the empirical work focuses on commonly used designs in education research to test intervention effects on student test scores. The main conclusion is that three to four times larger samples are typically required under RD than experimental clustered designs to... - 1/18/09 - Peter Z. Schochet
This paper examines the estimation of two-stage clustered RCT designs in education research using the Neyman causal inference framework that underlies experiments. The key distinction between the considered causal models is whether potential treatment and control group outcomes are considered to be fixed for the study population (the finite-population model) or randomly selected from a vaguely-defined universe (the super-population model). Appropriate estimators are derived and discussed for... - 1/1/07 - Leach, Monica T., Williams, Sheara A.
The academic achievement gap impacts the African American family in various ways. It can influence how African American children experience school; and it has implications for their high school dropout and graduation rates, college attendance, and college completion rates. For parents, the academic achievement gap may influence their own socioeconomic status via their educational attainment, which then has direct implications for their children. The purpose of this article is to present a... - 1/1/07 - Leach, Monica T., Williams, Sheara A.
The academic achievement gap impacts the African American family in various ways. It can influence how African American children experience school; and it has implications for their high school dropout and graduation rates, college attendance, and college completion rates. For parents, the academic achievement gap may influence their own socioeconomic status via their educational attainment, which then has direct implications for their children. The purpose of this article is to present a... - 1/18/09 - Peter Z. Schochet
Addresses pretest-posttest experimental designs that are often used in randomized control trials (RCTs) in the education field to improve the precision of the estimated treatment effects. For logistic reasons, however, pretest data are often collected after random assignment, so that including them in the analysis could bias the posttest impact estimates. Thus, the issue of whether to collect and use late pretest data in RCTs involves a variance-bias tradeoff. This paper addresses this issue... - 1/1/08 - Fairbrother, Anne
This is a qualitative study in a school district in a large city in the Southwest in response to the research question, "What are staff and student expectations for, and assessment of, three 'at-risk' programs in this large school district?" Four thematic findings from observations and interviews in four classes in two high school alternative programs and one alternative high school over one semester are reported, concerning (a) commitment to the programs, (b) labeling of students, (c... - 1/2/09 - Kay Wijekumar, John Hitchcock, Herb Turner, PuiWa Lei, Kyle Peck
"This study was the first randomized controlled trial to assess the impact of Odyssey Math on student achievement. The study had the statistical power needed to detect a 0.20 effect size and was well designed in that comparable groups were created at baseline and maintained through posttesting. Implementation during the school year was documented and shown to be consistent with typical implementation of the Odyssey Math software. The results from the multilevel model with pretest covariates... - 1/5/09 - Anne T. Henderson, Karen L. Mapp
"This review of the research examines the growing evidence that family and community connections with schools make a difference in student success. It is a synthesis of 51 studies about the impact of family and community involvement on student achievement, and effective strategies to connect schools, families and community. This publication is the second in the series of annual research syntheses by SEDL's National Center for Family & Community Connections with Schools, and the fourth in the... - 1/16/09 - Raegen Miller
"Past initiatives to improve teacher quality offer two general lessons. First, simplistic responses—across-the-board raises, more stringent licensure requirements, mandated professional development—are extremely expensive, utterly ineffective, or both. Only policies that tightly link incentives to desired results stand a chance of being effective and affordable. Clearly, making such links requires a robust approach to assessing teachers’ impact on outcomes of interest, especially... - 1/1/08 - DeVance Taliaferro, Jocelyn, DeCuir-Gunby, Jessica T.
This study examines perspectives of educators on the advanced placement opportunity gap for African American students. Using interviews with 11 educators from 10 high schools, we explored their perceptions regarding the impact of a local academic achievement program on the enrollment of African American students in honors and advanced placement courses. Results of the analysis suggest that there is a perceived and real gap in the participation of African American students in AP courses... - 1/5/09 - Robert Goerge, Gretchen Cusick, Miriam Wasserman, Robert Gladden
The findings in this report highlight the importance of further research into what leads students to participate in after-school programs and the factors that lead to higher engagement and retention once they are enrolled. A better understanding is crucial for improving enrollment in after-school programs such as ASM. Moreover, accounting for student factors that lead to a greater engagement in the program will lead to a clearer understanding of ASM’s contribution to the positive outcomes... - 1/5/09 - Foundation for Child Development,
"The centerpiece of the Foundation for Child Development's 2007 Annual Report, All Our Children? The Health and Education of Children of Immigrants is an essay by Alexandra Fuenmayor Starr. Ms. Starr writes about U.S. immigration policy for Slate, The New Republic, and The American Scholar. Her essay, "The Dividends of Investing Early: Why We Need to Help the Youngest Children of Immigrants," argues that young children of immigrants, over 90 percent of whom are citizens, will have a large... - 1/1/09 - Burt, Jo Linn, Ortlieb, Evan T., Cheek, Earl H., Jr.
Despite efforts from the No Child Left Behind Act (2000) aimed at better educating minority children, the African American-Caucasian test score gap persists. The population of public school students is increasingly diverse; yet, 90[percent] of public school teachers are Caucasian females (Graybill, 1997). Within this ethnographic dichotomy, what effect does the racial makeup of faculty have on minority student success? This inquiry's central focus is to determine whether teacher ethnicity...
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