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Research

  • Help improve the ERIC Thesaurus!

    IES What's New|3/4/2015

    ERIC is working on a Thesaurus update, which involves adding and changing descriptors. You are invited to share your expertise to help us improve this valuable tool by emailing us at ERICRequests@ed.gov. All suggestions received by March 23, 2015 will be considered.

  • IES Technical Working Group Summaries Now Available

    IES What's New|3/3/2015

    The National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER) held two Technical Working Group meetings in 2014 to discuss critical research needs and ways to strengthen IES research and training programs.

  • WWC Review of a Recent Study of Full-Day vs. Part-Day Preschool

    IES What's New|2/26/2015

    This study examined whether children enrolled in a full-day preschool program scored higher on school readiness measures and had higher attendance rates than children who attended the same schools but participated in the part-day program. Although the authors reported statistically significant impacts of full-day preschool on school readiness indicators and attendance, the study does not meet WWC group design standards.

  • REL Southeast compares methods for developing early warning systems of reading risk

    IES What's New|2/25/2015

    REL Southeast at Florida State University examined the use of logistic regression and classification and regression tree analyses in the identification of early warning indicators of risk for low performance in reading.

  • WWC Review of a Recent Tools of the Mind Study

    IES What's New|2/25/2015

    This study examined whether the Tools of the Mind program increased academic achievement, cognitive flexibility, working memory, attention control, and cognitive processing speed for kindergarten students. Tools of the Mind is a pedagogical approach that emphasizes teacher-led interactions between classmates. The study authors randomized 79 classrooms to implement either Tools of the Mind for 2 years or to act as a comparison group that did not use any programs similar to Tools of the Mind. The study examined math skills, reading and vocabulary skills, and general reasoning. The study reported that students who were exposed to Tools of the Mind had improved math skills, reading skills, response time on cognitive flexibility tasks, working memory, and cognitive processing speed at the end of kindergarten relative to the comparison students.

  • REL study explores how differences in methods and specifications used to identify "beating-the-odds" schools lead to variations in results

    IES What's New|2/24/2015

    A new REL Midwest report demonstrates how the identification of "beating-the-odds" schools changes when different choices of statistical methods and technical specifications are made.

  • Early High School Dropouts: What Are Their Characteristics?

    IES What's New|2/19/2015

    This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09) to examine the extent to which high school students drop out of school between the ninth and eleventh grade and how dropout rates vary by sex, race/ethnicity, and socioeconomic status.

  • Summer Reading Camp Self-Study Guide aims to assist states in reading camp implementation

    IES What's New|2/17/2015

    REL Southeast has developed the Summer Reading Camp Self-Study guide, a template for data collection and guiding questions for discussion, to help states and districts develop their Summer Reading Camp policies.

  • Gender Differences in Science, Technology, Engineering, and Mathematics (STEM) Interest, Credits Earned, and NAEP Performance in the 12th Grade

    IES What's New|2/12/2015

    This Statistics in Brief describes high school graduates’ attitudes toward STEM courses (specifically, mathematics and science), credits earned in STEM fields, and performance on the NAEP mathematics and science assessments in 2009.

  • NCSER Announces 2015 Single-Case Design Summer Training Institute

    IES What's New|2/11/2015

    The National Center for Special Education Research (NCSER) at the Institute of Education Sciences announces its 5th Summer Research Training Institute on Single-Case Intervention Research Design and Analysis.

  • New NCEE Report Describes How School Practices Vary with Accountability for the Students with Disabilities Subgroup

    IES What's New|2/10/2015

    This study presents descriptive findings on school practices in 12 states during 2010–11 for elementary and middle schools explicitly held accountable for the performance of the students with disabilities (SWD) subgroup under the Elementary and Secondary Education Act (ESEA). The study found that, when surveyed in 2011, elementary schools accountable for the SWD subgroup were 15.8 percentage-points more likely than never-accountable elementary schools to report moving students with disabilities from self-contained settings to regular classrooms over the previous five years. Middle schools accountable for the SWD subgroup were 16.7 percentage-points more likely than never-accountable middle schools to report moving students with disabilities from self-contained settings to regular classrooms over the previous five years.

  • Updated Review of Houghton Mifflin Reading© Finds that More Research is Still Needed on Program's Impacts

    IES What's New|2/10/2015

    Houghton Mifflin Reading© is a reading program designed for grades K–6. The program provides step-by-step instruction in reading using Big Books (fiction and nonfiction literature), anthologies, Read Aloud books, and audio compact discs. The WWC has updated its 2008 review of Houghton Mifflin Reading© to include reviews of recent studies. This latest review finds that none of the existing research on the program and its impacts on young readers meets WWC standards. More research is still needed to determine the program’s impacts on early readers.

  • WWC Reviews Study of the Responsive Classroom Professional Development Program

    IES What's New|2/10/2015

    A study conducted during the 2008 to 2011 school years examined the impact of Responsive Classroom, a professional development program for teachers, on student achievement. Twenty-four elementary schools from a large, ethnically and socioeconomically diverse district in a mid-Atlantic state participated in the study. Study authors altered the initial random assignment of schools and did not account for these changes in their analysis. In addition, the analytic samples were not equivalent at baseline on math or reading achievement. Thus, the research does not meet WWC group design standards.

  • New Quick Review on "The Equity Project Charter School: Impacts on Student Achievement"

    IES What's New|2/3/2015

    This study examined the impacts of The Equity Project (TEP) Charter School on the academic outcomes of fifth- through eighth-grade students attending the school during the 2009-10 to 2012-13 school years. The TEP model emphasizes teacher recruitment, professional development, and teacher accountability, and seeks to recruit high quality teachers by offering substantially higher compensation than typically offered by the New York City Department of Education The authors reported that The Equity Project Charter School increased students’ test scores during the 2012-13 school year in math, English/language arts, and science. However, during the 2009-10 and 2010-11 school years, The Equity Project Charter School negatively impacted students’ test scores in math and English/language arts.

  • Join Us for a Webinar on Quasi-Experimental Designs

    IES What's New|2/3/2015

    Register now for a webinar on how to design and execute high-quality quasi-experimental designs (QEDs) with the intent of meeting WWC standards. The presentation will include guidance on key features to keep in mind while designing the study, information the WWC looks for in order to assess the study, pitfalls and strengths of studies we have reviewed, and common misconceptions about different types of QEDs.


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