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Research

  • New report describes a novel statistical theory for estimating impacts for RCTs for a wide range of designs used in social policy research.

    IES What's New|6/2/2015

    The report discusses a unified, non-parametric design-based approach for impact estimation using the building blocks of the Neyman-Rubin-Holland causal inference model that underlies experimental designs. This approach differs from the more model-based impact estimation methods that are typically used in education research. The report discusses a wide range of statistical topics, such as impact and variance estimation, hypothesis testing, and subgroup and baseline equivalency analyses. The theory underlies the RCT-YES software, currently under development.

  • NCES Releases "The Condition of Education 2015"

    IES What's New|5/28/2015

    Under mandate by Congress, "The Condition of Education" summarizes important developments and trends in education using the latest available data. The 2015 report presents 42 key indicators on the status and condition of education. The indicators are grouped under four main areas: (1) population characteristics, (2) participation in education, (3) elementary and secondary education, and (4) postsecondary education. "The Condition of Education 2015" also features three spotlight indicators that describe approaches to learning behaviors for first-time kindergartners and their relationship to achievement in kindergarten and first grade, disparities in educational outcomes among male youth of color, and differences in postsecondary degree completion by socioeconomic status.

  • WWC Review of a Study of Teach for America

    IES What's New|5/27/2015

    This study examined the effectiveness of teachers in the Teach for America (TFA) program relative to other teachers on improving elementary students’ math and reading achievement. TFA is a highly selective alternative certification program that asks new teachers to commit to 2 years of teaching in low-income schools. Before the 2012–13 school year, the authors randomly assigned over 3,700 elementary students either to classes of current TFA teachers or to classes of other teachers serving the same grade levels in the same schools. The authors measured the effectiveness of TFA teachers by comparing end-of-year math and reading achievement scores of current TFA teachers’ students and comparison teachers’ students. The authors reported that TFA teachers were as effective as the comparison teachers in terms of students’ math and reading achievement in the 2012–13 school year.

  • Rural Oregon students less likely to enroll and persist in college than nonrural peers

    IES What's New|5/26/2015

    A REL Northwest study of rural and nonrural Oregon high school students found that at all achievement levels, rural students were less likely to enroll and stay in college.

  • Public School Safety and Discipline: 2013-14

    IES What's New|5/21/2015

    This First Look provides nationally representative data on public school safety and discipline for the 2013–14 school year. It presents results from a Fast Response Survey System (FRSS) survey, which collected information on specific safety and discipline plans and practices, training for classroom teachers and aides related to school safety and discipline issues, security personnel, frequency of specific discipline problems, and number of incidents of various offenses.

  • Findings From the Second-Grade Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011)

    IES What's New|5/14/2015

    This brief report provides a first look at the overall second-grade achievement of the students who were attending kindergarten for the first time in the 2010-11 school year and were in second grade in the 2012-13 school year using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). Reading, mathematics, and science assessment scores in the fall and spring of second grade are shown, both overall and by selected child and family characteristics.

  • WWC Quick Review of a Recent Study of a Multi-Faceted Support Program for Developmental Community College Students

    IES What's New|5/14/2015

    The study reported the impact of the offer of the City University of New York’s Accelerated Study in Associate Programs (ASAP) program on enrollment in college, credit accumulation, completion of developmental requirements, degree attainment, and transfer from a 2-year to a 4-year institution. The ASAP program provides multi-faceted supports to low income community college students in need of developmental courses. The study authors reported no statistically significant differences in initial enrollment in college. However, the ASAP program had significant positive impacts on completing developmental requirements, earning credits, transferring from a 2-year to a 4-year college, and attaining a college degree.

  • Study of "We Have Skills!" Meets WWC standards

    IES What's New|5/12/2015

    This study examined the effect of We Have Skills! (WHS), a supplemental, video-based social skills program for early elementary students. This study meets WWC group design standards without reservations.

  • Study of Aerobic Physical Activity and ADHD Symptoms Does Not Meet WWC Standards

    IES What's New|5/12/2015

    This study examined the effect of a daily before-school physical activity program on behavioral outcomes of students in grades K-2. The study authors altered the initial random assignment of a deliberately selected group of students and did not demonstrate baseline equivalence of an analytic sample without imputed outcomes. Therefore, the research does not meet WWC group design standards.

  • REL report describes variation, stability, and relationships among the measures used to evaluate principals in New Jersey

    IES What's New|5/12/2015

    REL Mid-Atlantic examined the statistical properties of the measures used in a pilot of New Jersey’s new principal evaluation system conducted in 14 school districts in 2012-13.

  • overview-expanding-time-for-learning-both-inside-and-outside-the-classroom

    Summer and Extended Learning Time - Limited Education Time Problems and Solutions - The Wallace Foundation|5/11/2015 5:14:09 PM

  • conclusions-expanding-time-for-learning-both-inside-and-outside-the-classroom

    Summer and Extended Learning Time - Limited Education Time Problems and Solutions - The Wallace Foundation|5/11/2015 5:14:09 PM

  • about-this-report-expanding-time-for-learning-both-inside-and-outside-the-classroom

    Summer and Extended Learning Time - Limited Education Time Problems and Solutions - The Wallace Foundation|5/11/2015 5:14:09 PM

  • New Blog Focusing on IES Research

    IES What's New|5/11/2015

    The National Center for Education Research (NCER) and The National Center for Special Education Research (NCSER) are pleased to announce the launch of Inside IES Research: Notes from NCER & NCSER. This blog premiered today with a welcome from Commissioners Thomas Brock and Joan McLaughlin.

    Look to the blog for discussions of NCER and NCSER programs and services, spotlights on emerging research findings, and perspectives on issues of importance to the education sciences. The blog will be updated weekly.

  • An Analysis of the Effects of an Academic Summer Program for Middle School Students

    Summer and Extended Learning Time - Limited Education Time Problems and Solutions - The Wallace Foundation|5/10/2015 3:34:46 PM


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