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Research

  • ECLS-K:2011 Second-Grade Hearing Evaluations Component Restricted-Use Data File

    IES What's New|2/3/2016

    Hearing evaluations were conducted on a subsample of study children in the fall second-grade round of data collection. The ECLS-K:2011 second-grade hearing evaluations component restricted-use data file includes all of the hearing evaluation data collected during the fall 2012 round, including: responses from children to a set of pre-test questions intended to identify conditions that might affect either how the evaluation should be conducted or how the results should be interpreted; results from otoscopy, a brief visual examination of the ear; results from tympanometry, an automated test of middle ear function; and results from pure tone air conduction audiometry. The hearing evaluations data are provided in an ASCII text file (K2011hearing2nd.DAT). A program that must be run in a statistical software package to input the ASCII text file and produce an analytic data file is provided in three formats: SAS, SPSS, and Stata. This file is intended to be used in conjunction with a main longitudinal restricted-use ECLS-K:2011 data file, for example the ECLS-K:2011 kindergarten-second grade restricted-use data file (NCES 2015-050).

  • Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2012-13 (Fiscal Year 2013) presents national and state level data on revenues by source, and expenditures by function for public elementary and secondary education.

    IES What's New|1/27/2016

    This First Look report introduces new data for national and state-level public elementary and secondary revenues and expenditures for fiscal year 2013 (FY 13).

  • Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2012-13 (Fiscal Year 2013) presents findings on public education revenues and expenditures at the local education agency (LEA)/district level from the School Distr

    IES What's New|1/27/2016

    This First Look report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2013.

  • WWC Review of a Study of Tennessee's Public Prekindergarten Program

    IES What's New|1/27/2016

    The study authors used a quasi-experimental design to compare children who had attended the Tennessee voluntary public prekindergarten program (TN-VPK) for 20 or more days to children who did not attend TN-VPK or attended fewer than 20 days. The study authors reported that children who participated for 20 days or more had higher math and reading achievement test scores after prekindergarten, lower math and reading achievement scores after second grade, and lower math achievement scores after third grade, compared to children who did not participate in TN-VPK or participated in TN-VPK for fewer than 20 days. The authors must demonstrate baseline equivalence for the children used in their analysis for the study to be able to meet WWC group design standards with reservations.

  • Shaping Theories of Intelligence to Reduce the Threat of Stereotypes Can Positively Impact Academic Achievement

    IES What's New|1/26/2016

    This study of 109 Stanford University graduate students found that shaping theories of intelligence to reduce the threat of stereotypes led to improved academic achievement for Black students. The study is a well-executed randomized controlled trial with low attrition and therefore, it meets WWC group design standards without reservations.

  • Bolstering Social Belonging and Reducing Perceptions of Social Isolation Can Improve Academic Achievement for Minorities

    IES What's New|1/26/2016

    This study of 92 undergraduate students found that bolstering their sense of social belonging and reducing student perceptions of social isolation led to improvements in academic achievement. The study is a well-executed randomized controlled trial with low attrition and therefore, it meets WWC group design standards without reservations.

  • Study of the California Acceleration Project Does Not Meet WWC Standards

    IES What's New|1/26/2016

    Researchers examined the effect of the California Acceleration Project on the successful completion of college-level math and English courses for approximately 24,000 developmental math students in California community colleges. None of the analyses presented in this research meet WWC group design standards because the intervention and comparison groups were not shown to be equivalent at the start of the study.

  • Pennsylvania's tool for evaluating school leaders: Final findings from a pilot

    IES What's New|1/21/2016

    REL Mid-Atlantic released a new report showing that Pennsylvania’s Framework for Leadership is the first tool for evaluating school principals that has been found to be related to principals’ effects on student achievement.

  • IES Announces College Completion Network Awards

    IES What's New|1/19/2016

    The grants have been awarded as part of the Scalable Strategies to Support College Completion Network (College Completion Network). For FY 2016, two Network Research Teams are receiving five-year grants. For more information, click here.

  • IES Launches Research Network to Improve Early Childhood Education

    IES What's New|1/19/2016

    The Early Learning Network is funded through the Research Networks Focused on Critical Problems of Education Policy and Practice grant program (CFDA 83.305N). For FY 2016, seven Network Research Teams are receiving five-year grants: For more information, see the full press release or the Early Learning Network website.

  • New REL West study examined whether a popular teacher-effectiveness measure based on student learning is stable enough for use in high-stakes decisions

    IES What's New|1/19/2016

    Researchers found that at least half of the variability in teachers’ annual growth scores from the Student Growth Percentile model was due to random or other unpredictable sources that could not predict future performance.

  • Single-Case Research

    IES What's New|1/14/2016

    "The Role of Between-Case Effect Size in Conducting, Interpreting, and Summarizing Single-Case Research," a paper supported by NCER and NCSER, highlights the use of statistical analysis (standardized effect sizes) to render single-case design research more accessible and better able to contribute to our knowledge of evidence-based practices.

  • Persistence and Attainment of 2011-12 First-Time Postsecondary Students After 3 Years (BPS:12/14)

    IES What's New|1/12/2016

    This publication provides descriptive findings from the 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14) focusing on attainment, persistence, and retention in postsecondary education. BPS:12/14 is a nationally representative longitudinal sample survey of students who began postsecondary education for the first time during the 2012–13 academic year; this first follow-up represents students’ experiences about 3 years after their initial enrollment.

  • The WWC Wants Your Feedback

    IES What's New|1/8/2016

    We’re continuing to enhance our tools and publications to serve the educational community and we want your input! Take this quick five-minute survey or sign-up to join a virtual focus group and tell us what you think—we’re listening!

  • Educator's Guide to Questionnaire Development from REL Central

    IES What's New|1/7/2016

    This guide outlines steps educators can use when creating a questionnaire to gather information on opinions, perceptions, or facts to support decisions about education policy or practice.


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