Return to Superintendent Resource Library

Research

  • WWC Review of a Recent Study on the Impacts of School Closure

    IES What's New|8/26/2015

    This study examines the impacts of school closures in Ohio on displaced students, defined as those who attended the schools in their final operating year. The study included students in grades 3–8 at traditional public schools and charter schools that closed from 2006–12. The authors assessed impacts by comparing standardized test scores of displaced students and students who never attended a school that closed from 2006–12. The authors report that closing traditional public schools increased students’ math and reading test scores one, two, and three years after the closure. Closing charter schools increased students’ math test scores one, two, and three years after the closure, and reading test scores one and two years after the closure. The study does not meet WWC group design standards because the WWC cannot determine whether the study demonstrates baseline equivalence.

  • WWC Reviews Study of FITKids

    IES What's New|8/25/2015

    Researchers measured the effects of the afterschool program Fitness Improves Thinking in Kids (FITKids) on the executive control and physical fitness of 221 preadolescent students. The program is designed to increase physical fitness through a variety of activities. The study meets WWC group design standards without reservations.

  • New Findings on the Retention of Novice Teachers from Teaching Residency Programs

    IES What's New|8/19/2015

    NCEE has released a new evaluation brief on the extent to which teachers trained through teaching residency programs are retained in their districts and schools.

  • WWC Review of a Recent Study on the Reading Partners Tutoring Program

    IES What's New|8/19/2015

    This study examined whether participation in Reading Partners, a program that provides eligible elementary school students with tutoring from volunteers, had an impact on reading achievement. The program has six core components: (1) one-on-one tutoring; (2) dedicated school space for the tutoring program and use of resource materials; (3) a curriculum that tutors use with students; (4) regularly timed assessments; (5) training for tutors; and (6) instructional supervision and support for tutors. The study authors reported that the Reading Partners program led to improvements in reading fluency, reading comprehension, and sight word efficiency (pronouncing printed words).

  • REL Southeast Develops an Alternative School Performance Rating in South Carolina

    IES What's New|8/18/2015

    REL Southeast combined existing accountability measures into an overall, reliable index of school performance that can be used in subsequent analyses to identify high and low performing schools.

  • National Longitudinal Transition Study Data Files

    IES What's New|8/11/2015

    Data collected as part of the National Longitudinal Transition Study (NLTS) is now available as a new restricted-use data file. NLTS is the first in the series of studies conducted to examine the characteristics and school experiences of youth with disabilities transitioning from secondary school to early adulthood. The longitudinal study, launched in 1987, includes a nationally representative sample of over 8,000 secondary special education students ages 13 to 21 (in the 1985-86 school year), drawn to represent youth in each of the federal special education disability categories. NLTS data were first gathered in 1987 (wave 1) and again in 1990-91 (wave 2) to examine youths’ experiences through secondary school and into their early adult years. In this new file, data from the publicly available dataset are mapped to the original data collection instruments and recoded to their

  • TAP™: The System for Teacher and Student Advancement (TAP™) Shows No Effects for Students in Grades 4-8

    IES What's New|7/28/2015

    TAP™ is an educator effectiveness program that aims to improve student achievement through supports and incentives for teachers. Based on the research, the WWC found TAP™ teachers to have no discernible effects on student achievement in science, English language arts, or mathematics during the first year of implementation.

  • TAP?: The System for Teacher and Student Advancement (TAP?) Shows No Effects for Students in Grades 4-8

    IES What's New|7/28/2015

    TAP? is an educator effectiveness program that aims to improve student achievement through supports and incentives for teachers. Based on the research, the WWC found TAP? teachers to have no discernible effects on student achievement in science, English language arts, or mathematics during the first year of implementation.

  • Research on New Teacher Center (NTC) Induction Model Shows No Retention Effects for Beginning Elementary School Teachers

    IES What's New|7/28/2015

    The NTC Induction Model is a systemic approach to support beginning teachers (i.e., teachers new to the profession). Based on the research, the WWC found the NTC Induction Model to have no discernible effects on teacher retention in the school district, teacher retention in the profession, or teacher retention at the school after one year of implementation.

  • What Does the Research Say About Head Start and School Readiness?

    IES What's New|7/28/2015

    The WWC recently reviewed the research on Head Start, a national, federally funded program that provides services to promote school readiness for children from predominantly low-income families from birth to age 5. Based on one study that meets WWC group design standards without reservations, we found the program to have potentially positive effects on general reading achievement and no discernible effects on mathematics achievement and social-emotional development for 3- and 4-year-old children.

  • Postsecondary Institutions and Price of Attendance in 2014-15; Degrees and Other Awards Conferred: 2013-14; and 12-Month Enrollment: 2013-14: First Look (Preliminary Data)

    IES What's New|7/23/2015

    This First Look report is a preliminary report of the data from the Integrated Postsecondary Education Data System (IPEDS) fall 2014 collection,, which included three survey components: Institutional Characteristics for the 2014-15 academic year, Completions covering the period July 1, 2013, through June 30, 2014, and data on 12-Month Enrollment for the 2013-14 academic year.

  • Measuring student growth for teachers in non-tested grades and subjects: Implementation experiences of early adopters of alternative growth measures

    IES What's New|7/21/2015

    REL Mid-Atlantic has examined the implementation experiences of eight school districts that use student learning objectives or value-added models based on non-state assessments to evaluate teachers.

  • Education and Certification Qualifications of Departmentalized Public High School-Level Teachers of Selected Subjects: Evidence From the 2011-12 Schools and Staffing Survey

    IES What's New|7/16/2015

    This Statistical Analysis Report examines the postsecondary majors and teaching certifications of public high school-level teachers of departmentalized classes. Using data from the 2011–12 Schools and Staffing Survey (SASS), a sample survey of elementary and secondary schools in the United States, this report examines the percentages teachers who have a major or certificate in their main assignment in a selection of 11 broad subject areas and 9 subfields. The 11 broad subject areas include English, mathematics, science, social science, French, German, Latin, Spanish, art/arts and crafts, music, and dance/drama or theater. Subfields of science include biology/life science, physical science, chemistry, earth science, and physics. Subfields of social science include economics, geography, government/civics, and history.

  • Education and Certification Qualifications of Public Middle Grades Teachers of Selected Subjects: Evidence From the 2011-12 Schools and Staffing Survey

    IES What's New|7/16/2015

    This Statistical Analysis Report examines the postsecondary majors and teaching certifications of public middle grades teachers. Using data from the 2011–12 Schools and Staffing Survey (SASS), a sample survey of elementary and secondary schools in the United States, this report examines the percentages of public school teachers who have a major or certificate in their main teaching assignment. The report describes teachers of grades 5–8, but no grade lower than 5 and no grade higher than 9; the report also describes students and classrooms in grades 6–8.

  • Mapping State Proficiency Standards Onto NAEP Scales: Results From the 2013 NAEP Reading and Mathematics

    IES What's New|7/9/2015

    Under the 2001 reauthorization of the Elementary and Secondary Education Act of 1965, states developed their own assessments and set their own proficiency standards to measure student achievement. This has resulted in a great deal of variation among the states, both in their proficiency standards and in their student assessments. This variation has created a challenge in understanding the ability levels of students across the United States because there is no means to compare the proficiency levels established by one state against the others directly. To address this need, NCES has published periodic reports for the past 10 years in which NAEP is used as a common metric for examining the proficiency standards set by states in reading and mathematics in grades 4 and 8.


http://www.edexcellence.net/system/rss/channel.jsp?feedID=247668883

http://rer.sagepub.com/rss/recent.xml

http://www.learningport.us/

Upcoming Webinars

Past Webinars

Login
space