Research
In this 2012 study, researchers examined the impacts of four different types of teacher incentive strategies on student math achievement in nine K–8 public schools in Chicago Heights, Illinois. The four types of incentives experimented with the idea of “loss aversion,” the preference to avoid loss rather than acquire gains, and individual and team responsibility. This study is a well-implemented randomized controlled trial, and the research meets WWC evidence standards without reservations. This 2012 randomized controlled trial examined the effects of the New York School Choice Scholarships Foundation Program on the college enrollment outcomes of 2,600 first- to fifth-grade New York City public school students. The voucher program provided private school vouchers to public school students from low-income families. This is a well-implemented study, and the research meets WWC evidence standards without reservations. IES has released FY2014 funding announcements for five grant competitions in education research and research training. In FY 10, current expenditures per pupil in the 100 largest public school districts ranged from a low of $5,528 in Alpine School District, Utah to a high of $19,184 in New York City School District, NY. Expenditures per pupil were next highest in Boston City Schools, MA ($19,169); Montgomery County Schools, MD ($15,582); Atlanta Public Schools, GA ($15,043); Baltimore City Schools, MD ($14,711); and Howard County Schools, MD ($14,704).
In FY 10, local education agencies received $75.3 billion from the federal government for public elementary and secondary education, which represents an increase of 32.7 percent from FY 09.
Playworks is a program that utilizes full-time coaches to provide structured play opportunities during recess and class time. This study examined whether using the Playworks program reduced the number of disciplinary referrals in 25 low-income elementary schools in five US cities during the 2010–11 school year. This study is a well-implemented randomized controlled trial with low attrition at the school level, and the research described in the report meets WWC evidence standards without reservations.
The POWERSOURCE© intervention is designed to help teachers provide individual instruction to their students in Algebra I. This study examined the impact of POWERSOURCE© on students in seven districts in Arizona and California during the 2007–08 school year. The randomized controlled trial of the teachers is well-implemented and has low levels of sample attrition. This research meets WWC evidence standards without reservations. The randomized controlled trial of the schools does not meet WWC evidence standards due to high levels of attrition, and analytic samples were not demonstrated to be equivalent at baseline.
This new report from the National Assessment of Educational Progress (NAEP) reveals how well 12th-grade students know and apply the concepts of microeconomics, macroeconomics, and international trade in real-world contexts. This study used data from the National Education Longitudinal Study (NELS:88) to examine the effects of dual enrollment programs for high school students on college degree attainment. Dual enrollment programs allow high school students to take college courses and earn college credits while still in high school. The Institute of Education Sciences anticipates the Request for Applications for FY2014 research and research training competitions to be released in early May. The Institute will host a series of webinars related to research funding opportunities on Tuesday and Thursday afternoons beginning in May 2013. The Institute of Education Sciences anticipates the Request for Applications for FY2014 research and research training competitions to be released in early May. The Institute will host a series of webinars related to research funding opportunities on Tuesday and Thursday afternoons beginning in May 2013. This study examined whether providing low income, high-achieving high school seniors with college application guidance and information about the costs of college affected their college application, acceptance, and enrollment patterns. NCES has released "Federal Student Loan Debt Burden of Noncompleters," which focuses on the median cumulative federal education debt (Stafford and Perkins loans) accrued by students who do not complete a postsecondary degree or certificate (“noncompleters”) within 6 years of first enrolling. It is based on data from the two most recent longitudinal studies of beginning postsecondary students conducted by the National Center for Education Statistics: students who first enrolled in 1995-96 (and left without a degree as of 2001) and those who first enrolled in 2003-04 (and left without a degree as of 2009). As part of a larger inter-agency effort to develop new federal data on adults’ education and training for work, NCES developed and pilot-tested of a set of survey items on certification, licensure, and educational certificates. The pilot test concluded that the main item on certification and licensure provides a valid measure of these credentials, and that three additional items, on the credential provider, occupational field of the credential, and whether the credential is required for work, can be used to provide key information on these credentials. The use of proxy respondents was also found to be acceptable for measuring (only) key characteristics. For subbaccalaureate certificates, the pilot test produced equivocal results, leading to the recommendation for further work specifically on this educational credential.
This pilot study was undertaken for questionnaire and procedural development purposes only. The estimates from this report should not be cited as population estimates because the sample design and data collection procedures were not intended for that purpose, but rather to support the evaluation of questionnaire items.
To view the full report please visit http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2013190
For more information about NCES’ interagency work on adult education and training, please visit the website for the Interagency Working Group on Expanded Measures of Enrollment and Attainment (GEMEnA). [link to http://nces.ed.gov.surveys/gemena]
The study examined whether attending a Knowledge is Power Program (KIPP) middle school improved students’ reading, math, social studies, and science achievement for up to 4 years following enrollment. The study analyzed scores on state assessments for approximately 16,000 students attending 41 KIPP middle schools in 13 states and the District of Columbia. The study reported that students attending KIPP middle schools scored statistically significantly higher than matched students on all of the state assessments and follow-up periods examined, including reading and math 1-4 years following enrollment (effect sizes ranging from 0.05 to 0.36), and social studies and science 3-4 years following enrollment (effect sizes of 0.25 and 0.33, respectively). The National Center for Special Education Research highlights findings from its funded research projects.
WWC Reviews Study of Teacher Incentives and Math Achievement
Study of School Vouchers and College Enrollment is Well Implemented
IES Releases FY2014 Funding Announcements for Grant Competitions in Education Research and Training
NCES Releases Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2009-10 (Fiscal Year 2010)
Study of Playworks Program is Well-Implemented
WWC Reviews Study of POWERSOURCE©
Economics 2012
WWC Quick Review on "The Impact of Dual Enrollment on College Degree Attainment: Do Low-SES Students Benefit?"
IES Hosts FY 2014 Funding Opportunities Webinar Series Beginning in May
These webinars will focus on a range of topics, including overviews of specific funding opportunities, the application process, and grant writing. Descriptions about these webinars and the registration process will be available soon.
Please stay tuned to the IES Newsflash for details about the upcoming webinar schedule.
IES Hosts FY 2013 Funding Opportunities Webinar Series Beginning in May
These webinars will focus on a range of topics, including overviews of specific funding opportunities, the application process, and grant writing. Descriptions about these webinars and the registration process will be available soon.
Please stay tuned to the IES Newsflash for details about the upcoming webinar schedule.
WWC Quick Review on "Expanding College Opportunities for High-Achieving, Low Income College Students"
Federal Student Loan Debt Burden of Noncompleters
NCES Releases "The Adult Education Training and Education Survey (ATES) Pilot Study: Technical Report."
WWC Quick Review on "KIPP Middle Schools: Impacts on Achievement and Other Outcomes, Final Report"
NCSER Summary of Research Findings 2006-2012
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Superintendent Model Contracts
Check back regularly as AASA creates a book of superintendent model contracts with the help of our state affiliates.
New Superintendents E-Journal
The AASA New Superintendents E-Journal is a quarterly electronic newsletter written specifically for those who are in their first months and years of the superintendency.
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