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A Mission of the Heart: What Does It Take to Transform a School (2007)
URL: HTTP://WWW.WALLACEFOUNDATION.ORG/KNOWLEDGECENTER/KNOWLEDGETOPICS/CU...
Format: PDF, URL
Focus Area: Leadership, School/District improvement
Provider: The Wallace Foundation
Abstract: Transforming failing schools presents special leadership challenges. What do successful "turnaround" principals actually do? What skills do they need? Where should we be looking for such leaders and what support do they need? For answers, The Wallace Foundation asked Public Agenda to interview principals currently working in high-needs schools as well as education leaders with experience working with effective principals. The results of these interviews can be found in this preliminary report.
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Claims of Effectiveness: Researchers with Public Agenda conducted five focus groups with principals in high-needs districts and sixteen one-on-one interviews with superintendents and other high-ranking education officials in the fall of 2007 to gather information about what makes an effective principal in a high-needs school and how other schools can attract, train, retain, and support these individuals. Among the many preliminary insights from these interviews, authors found school leaders tend to fall into two categories - "transformers" who have a clear vision for their schools and a can-do attitude that enables them to get past obstacles; and "copers" who seem overwhelmed by the challenges and have difficulty prioritizing teaching and learning.
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Access to Supplemental Educational Services in the Central Region States (2007)
URL: HTTP://IES.ED.GOV/NCEE/EDLABS/REGIONS/CENTRAL/PDF/REL_2007007.PDF
Format: PDF, URL
Focus Area: School/District improvement
Provider: U.S. Department of Education
Abstract: This report is one in a series of reports from short-term Fast Response Projects conducted by the regional education laboratories. The report was prepared by Mid-continent Research for Education and Learning, and focuses on Supplemental Educational Services (SES) in the Central Region states of Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming. Information from databases and from interviews with state education agency contacts in these states is used to examine five topics about SES: its status in the Central Region, service providers, evaluation of provider programs, implementation roles, and key state agency concerns.
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Claims of Effectiveness: Researchers at Mid-continent Research for Education and Learning analyzed online databases and interviews with contacts in the state departments of education to review the role of the seven Central Region states in overseeing the supplemental educational services program. It is a descriptive study and offers a status report for policymakers and technical assistance providers. Researchers plan to complete follow-up studies and will compare the perceptions of state agency personnel with parent perceptions and school data to further assess the impact of the program on students.
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Characteristics of Successful Districts (n.d.)
URL: HTTP://DPI.WI.GOV/SSOS/CSD.HTML
Format: PDF, URL
Focus Area: School Culture, Leadership, Highly qualified educators, Curriculum and Instruction, School/District improvement
Provider: Wisconsin Department of Public Instruction
Abstract: Characteristics of Successful Districts is a set of rubrics available from the Wisconsin Department of Public Instruction for districts to use in assessing their strengths and needs. The instrument is organized into five major characteristics, with a set of standards listed under each characteristic. Districts rate themselves on each standard, using a four-point scale. The five characteristics are: (1) Vision, Values, and Culture; (2) Leadership and Governance; (3) Decision Making and Accountability; (4) Curriculum and Instruction; and (5) Professional Development and Teacher Quality.
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Claims of Effectiveness: This tool was developed after a review of available literature on district support for improved school and student performance. A team from seven Wisconsin school districts developed the indicators for each characteristic. The draft tool was then used by the districts to conduct a self-assessment. The version contained here is the result of feedback and expertise of stakeholder groups across the state of Wisconsin.
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District Audit Tool: A Method for Determining Level of Need for Support to Improvement (2006)
URL: HTTP://WWW.CCSSO.ORG/DOCUMENTS/2006/DISTRICT_AUDIT_TOOL_2006.PDF
Format: PDF, URL
Focus Area: School/District improvement, Parent involvement, Assessment
Provider: Council of Chief State School Officers (CCSSO)
Abstract: The Council of Chief State School Officers' Comprehensive Assessment System for ESEA Title I (CAS) State Collaborative on Assessment and Student Standards (SCASS), in partnership with Edvantia (formerly AEL), has completed a 3-year project to help states prioritize their delivery of support to districts and schools that fail to meet adequate yearly progress (AYP) targets. The District Audit Tool: A Method for Determining Level of Need for Support to Improvement includes methods for states to diagnose district functioning in research-based dimensions that correlate to positive student achievement gains on standards-based assessments. The tool includes both a metric calculator that analyzes data for distance of each subgroup and the group overall from the AYP targets, and a set of scoring rubrics that evaluate the district's or school's status against these research-based dimensions. Using this diagnostic data, states can determine which districts require the highest levels of support, identify what areas require support, and provide an objective method for allocating scarce resources.
Claims of Effectiveness: No claims of effectiveness are included in this document.
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Evaluating Supplemental Educational Service Providers: Suggested Strategies for States (2nd Edition)
URL: HTTP://WWW.CENTERII.ORG/SES/RESOURCES/SES_EVALUATION_GUIDE.PDF
Format: PDF, URL
Focus Area: School/District improvement
Provider: Center on Innovation and Improvement (CII)
Abstract: This Guidebook is designed to help state educational agencies (SEAs) create an effective system to evaluate state-approved supplemental educational service (SES) providers. Included is guidance to help readers determine evaluation measures, identify possible evaluation methodologies, and address the technical and practical considerations associated with an evaluation. Although this Guidebook is of primary interest to states, it can also help school districts and SES providers understand their roles in the evaluation process.
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Claims of Effectiveness: Regulatory guidance to states on evaluating supplemental educational service providers prepared for the Center on Innovation and Improvement.
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Handbook on Statewide Systems of Support
URL: HTTP://WWW.CENTERII.ORG/SURVEY/DOWNLOADS/HANDBOOK%2010%2018%2007.PDF
Format: PDF, URL
Focus Area: School/District improvement
Provider: Center on Innovation and Improvement (CII)
Abstract: This Handbook surveys the research related to statewide systems of support, presents the experience and insights of educational leaders in how such support can best be conducted, and derives actionable principles for improving schools. Included is a section that profiles systems of support in four states: Alabama, Washington, Tennessee, and Kentucky. The Handbook is intended for use not only by the staff of the U.S. Department of Education-sponsored Regional Centers that serve state department staff, but also by the staff of school districts and schools. The overall goal of the Handbook is to provide a coherent and practical document on this important topic to facilitate the delivery of high-quality technical assistance.
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Claims of Effectiveness: The CII compiled the results of existing studies and reports in an effort to provide sound principles and also gathered and synthesized the views and experiences of successful educators in the Regional Centers and states as another source of evidence. These efforts serve as the basis of protocols and other tools for use in staff development and to evaluate present programs and plan future evidence-based activities. The CII hoped to provide a practical document to facilitate the delivery of high-quality technical assistance.
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Inside School Improvement: Creating High-Performing Learning Communities (2000)
URL: HTTP://WWW.ERIC.ED.GOV/PDFS/ED469735.PDF
Format: PDF, URL
Focus Area: School/District improvement
Provider: Edvantia
Abstract: This book is specially designed as a resource for education leaders who want to create high-performing learning communities in their schools. Included are practical tools, activities, and resources that can be put to work right away. Stories, reflections, and discussions of theory provide inspiration as well as food for thought and dialogue.
Claims of Effectiveness: No claims made, but Web site states that this resource "unites the worlds of education research and practice."
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NCLB Remedies in Action: Four of NCLB's "Restructured" Schools
URL: HTTP://WWW.AEI.ORG/DOCLIB/20061130_HASSELPAPER.PDF
Format: PDF, URL
Focus Area: School/District improvement
Provider: Public Impact
Abstract: This report profiles four schools in Michigan and California that entered the final stage of restructuring in 2005-06. These case studies, which involved interviews with school officials and review of relevant documents, offer a picture of how three districts and four schools have interpreted the restructuring requirements of NCLB and provide the basis for several observations about how NCLB's restructuring mandates will play out.
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Claims of Effectiveness: This paper presents a case study of four schools, two in Michigan and two in California, classified as "restructuring" under NCLB. Researchers conducted structured interviews with school officials and reviewed relevant state, district, and school-level documents. The authors provide an overview of how these schools have been affected by NCLB and make several observations about what restructuring can look like at the school level.
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Nine Characteristics of High-Performing Schools: A Research-Based Resource for Schools and Districts to Assist with Improving Student Learning
URL: HTTP://WWW.K12.WA.US/RESEARCH/PUBDOCS/NINECHARACTERISTICS.PDF
Format: PDF, URL
Focus Area: School/District improvement
Provider: Office of Superintendent of Public Instruction, Washington State
Abstract: The Nine Characteristics of High-Performing Schools resource document has been updated to help schools in their school improvement efforts. This second edition of the resource maintains the nine characteristics and definitions from the original 2003 document. It adds information from about 120 new research and professional references, as well as relevant OSPI documents, to help educators deepen their understanding of the characteristics, and it provides additional strategies for expanding implementation. The school improvement perception surveys, which also are on the OSPI website, can be used to gather information from staff, students, and communities to help gauge progress.
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Claims of Effectiveness: School improvement specialists from the Office of Superintendent of Public Instruction (OSPI) reviewed more than 20 studies to develop the nine characteristics of high-performing schools. Studies showed that no single characteristic leads to school success and most studies identified five or more of the traits in successful schools. Researchers found that reaching that level takes years of sustained school commitment, affecting values, attitudes, beliefs, and instructional practices. The authors indicate that cursory attention to the nine characteristics will yield superficial changes but not lasting success. This second edition of the report also focuses on how the nine characteristics are interrelated and suggests a continuous cycle of action that systematically attends to all nine. Seminal research on effectives schools is included, as well as about 120 new references and relevant OSPI documents.
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No Child Left Behind Act: Education Should Clarify Guidance and Address Potential Compliance Issues for Schools in Corrective Action and Restructuring Statute
URL: HTTP://WWW.GAO.GOV/NEW.ITEMS/D071035.PDF
Format: PDF, URL
Focus Area: School/District improvement
Abstract: The GAO conducted this study of Title I schools in corrective action through two web-based surveys to a nationwide sample of such schools, and site visits to five states. This report examines (1) the characteristics of Title I schools in corrective action and restructuring; (2) the actions that schools in corrective action and restructuring implemented; (3) the assistance those schools received from districts and states; and (4) how Education supports states in their efforts to assist these schools. The report provides recommendations based on these results, including that the Secretary of Education provide guidance on when schools in corrective action may continue previously implemented corrective actions rather than implementing new ones; direct states to report information on activities taken by each school in corrective action or restructuring; and take additional steps to ascertain whether states are ensuring that districts provide the required assistance to schools.
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Claims of Effectiveness: A variety of methods were used in this study. Descriptive analyses of characteristics of schools in corrective action and restructuring were conducted and compared to all other Title I schools. A nationally representative sample of Title I schools was selected and two Web-based surveys were administered to those schools. Site visits were conducted and included interviews with state, district, and school officials representing 5 states and 10 school districts within those states. Information was also gathered from officials at Education and several experts in the field of school improvement. Education's data, federal laws, regulations, and agency guidance documents were also reviewed. The authors offer the following recommendations to Education: provide more guidance to states and districts, obtain more information on district implementation of corrective action and restructuring activities, and take additional steps to determine whether districts are providing assistance required by NCLB.
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School Communities That Work for Results and Equity: A National Task Force on the Future of Urban Districts
URL: HTTP://WWW.SCHOOLCOMMUNITIES.ORG/ARCHIVE/IMAGES/RESULTS.PDF
Format: PDF, URL
Focus Area: Parent involvement, School/District improvement
Provider: Annenberg Institute for School Reform
Abstract: School Communities That Work: A National Task Force on the Future of Urban Districts was established in 2000 by the Annenberg Institute to help create, support, and sustain entire urban communities of high-achieving schools. To help imagine what such communities would look like and how to create them, the Task Force convened influential leaders from various sectors to study three critical areas: building capacity for teaching and learning; developing family and community supports; and organizing, managing, and governing schools and systems. This reports shares the recommendations of that Task Force.
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Claims of Effectiveness: The School Communities that Work: A National Task Force on the Future of Urban Districts was established by the Annenburg Institute for School Reform. In this study, the authors have reviewed relevant research regarding urban communities producing high-achieving schools and provided recommendations based on that review as well as expert opinion about how to support and sustain those communities.
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School Restructuring Under No Child Left Behind: What Works When? A Guide to Education Leaders
URL: HTTP://WWW.CENTERFORCSRI.ORG/INDEX.PHP?OPTION=COM_CONTENT&TASK=...
Format: PDF, URL
Focus Area: School/District improvement
Provider: Center for Comprehensive Reform and Improvement
Abstract: This guide is designed to help education leaders choose the best restructuring options for schools in which substantial numbers of children are failing to learn enough. By restructuring, this means major, rapid changes that affect how a school is led and instruction delivered. The research supporting this guide was conducted to help the growing number of districts considering school restructuring to meet the requirements of No Child Left Behind (NCLB). However, the guide may be used by any district or state choosing change strategies for schools where large, swift improvement is needed to meet children's needs. This guide does the following: Reflects the best education and cross-industry research on restructuring; translates that research into practical decision-making tools; includes process steps; and includes realistic consideration of strengths and constraints in a wide variety of school districts. The guide is in four parts and each can be accessed individually: Reopening as a Charter School; Turnarounds With New Leaders and Staff; Contracting With External Education Management Providers; and State Takeovers of Individual Schools.
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Claims of Effectiveness: This guide is based on the What Works When series that explore what is known about when and under what circumstances the four restructuring options under NCLB improve student learning. Researchers also conducted interviews with educators and leading researchers who are experts in the field of restructuring. Literature was also reviewed that compared high-performing schools to others with similar student populations.
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School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organizational Improvement
URL: HTTP://WWW.CENTERII.ORG/SURVEY/DOWNLOADS/TURNAROUNDS-COLOR.PDF
Format: PDF, URL
Focus Area: School/District improvement
Provider: Center on Innovation and Improvement (CII)
Abstract: The process of turning around a failing school is fundamental to NCLB, yet there is a limited literature base documenting successful turnarounds in the education sector. This review is adapted from an earlier review on successful turnarounds, and is based on an examination of the literature related to turning around low-performing schools and other organizations from both the public and private sectors.
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Claims of Effectiveness: Researchers reviewed 59 documents, mostly case studies, to develop this framework. The researchers found many similarities across sectors regarding the factors that contribute to a successful turnaround. The findings are categorized according to two broad themes that provide an analytic framework to synthesize the cross-sector literature: environmental context and leadership.
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Strengthening the Statewide System of Support: A Manual for the Comprehensive Center and State Education Agency
URL: HTTP://WWW.CENTERII.ORG/TECHASSIST/SUPPORT/RESOURCES/MANUAL%20FOR%2...
Format: PDF, URL
Focus Area: School/District improvement
Provider: Center on Innovation and Improvement (CII)
Abstract: This technical assistance manual is a companion to the Handbook on Statewide Systems of Support. These two documents enable a state education agency (SEA), with technical assistance from a Comprehensive Center, to self-assess its system of support and plan for its improvement. This self-assessment process is not a compliance monitoring tool, a rating system, or a means of comparing one state's system with another's. The sole purpose of Strengthening the Statewide System of Support is to facilitate technical assistance from a Comprehensive Center to guide a team from the SEA in fully describing the statewide system of support, viewing that description within a framework, determining ways to strengthen the system, and developing a plan for improvement.
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Claims of Effectiveness: This report derives from the evidence review and conceptual framework for a statewide system of support included in the Handbook on Statewide Systems of Support.
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Teaching Reading to Students with Emotional Behavioral Disorders (Newsletter)
URL: HTTP://WWW.STUDENTPROGRESS.ORG/LIBRARY/OTHERRESOURCES.ASP#TEACHINGR...
Format: PDF, URL
Focus Area: Special Education, Reading and literacy
Provider: National Center on Student Progress Monitoring
Abstract: Six early reading and behavior research centers have been funded by the U.S. Department of Education to build primary, secondary, and tertiary levels of reading support for struggling readers with concomitant emotional/behavior problems. The levels of support can range from universal supports for all students at the primary level, to intensive behavioral and reading support for students at the secondary level, to highly individualized behavior and/or reading interventions. This article describes four intervention practices--student engagement, peer-assisted learning strategies (PALS), direct instruction, and progress monitoring--that positively impact reading performance for students with emotional/behavioral disorders.
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Claims of Effectiveness: Reference is made to the following research findings: higher student engagement increases reading achievement, peer-assisted learning strategies may have a positive influence on students' academic and behavior performance, direct instruction that is explicit, systematic, and scaffolded has proven highly effective when teaching reading to students with EBD.
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The Turnaround Challenge
URL: HTTP://WWW.MASSINSIGHT.ORG/MICONTENT/TRNRESOURCES.ASPX
Format: PDF, URL
Focus Area: School/District improvement
Provider: Mass Insight Education and Research Institute
Abstract: This report provides a flexible framework for how states and districts can reverse the downward slide of their worst schools within a relatively short time frame. The framework envisions states and districts forming small, specialized units to supervise and coordinate the work of locally-based turnaround specialists, who would partner with a range of providers to supply services to schools. The specialized units would be given enough freedom and authority by the state and district to respond swiftly to school needs. Recommendations are based on practices shared by high-poverty, high-performing schools. The report was underwritten by grants from the Gates Foundation.
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Claims of Effectiveness: This report presents a framework for states to turn around under-performing public schools based on the research conducted by the Mass Insight researchers over the past ten years. Research methods included a literature analysis of more than 300 resources, individual and group interviews with practitioners, researchers, policymakers, and reform experts in more than a dozen states, and extensive interviews with directors of school intervention in six major urban districts and with 50 school organizations. Currently there is no single state that has implemented all of the elements of the turnaround framework and therefore no claims of effectiveness are made at this time. The framework is intended to jumpstart informed discussion and action around the importance of school turnaround.
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A Comparative Study of Teacher Preparation and Qualifications in Six Nations
URL: HTTP://WWW.CPRE.ORG/INDEX.PHP?OPTION=COM_CONTENT&TASK=VIEW&...
Format: PDF, URL
Focus Area: Highly qualified educators, Post-secondary
Provider: Consortium for Policy Research in Education (CPRE)
Abstract: Richard Ingersoll and Rebecca Maynard, both professors at the University of Pennsylvania, led a research study examining the preparation and qualifications of elementary and secondary teachers in six nations and one autonomous region: China, Japan, South Korea, Singapore, Thailand, the United States, and Hong Kong. International members of the project team included scholars and senior education officials. The study's primary objective was to compare how each system itself defines teacher qualifications and standards and then to address this question: how well are the different educational systems succeeding in ensuring that all students are taught by qualified teachers? The study addressed this overarching issue by examining comparative data from the seven educational systems.
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Claims of Effectiveness: No claims of effectiveness pertain to this policy brief, but the brief identifies three possible sources of the problem of underqualified teachers and suggests implications for teacher preparation and qualifications in the United States.
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A Leap of Faith: Redesigning Teacher Compensation
URL: HTTP://WWW.CRPE.ORG/CS/CRPE/DOWNLOAD/CSR_FILES/PUB_SFRP_LEAP_JUN08.PDF
Format: PDF, URL
Focus Area: Highly qualified educators
Provider: University of Washington - College of Education
Abstract: This report addresses one of five focus areas of the School Finance Redesign Project (SFRP), which seeks to create understanding of current school finance systems and identify new options for deploying K-12 education resources more effectively. The report briefly summarizes three SFRP teacher compensation studies that begin to build an evidence base for performance-based financial incentives for teachers. The report considers teacher attitudes about specific incentive proposals, as well as how high incentives would have to be (1) to attract people with technical skills to teaching, and (2) to make working in high-needs schools more attractive.
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Claims of Effectiveness: No claims of effectiveness pertain to this report, but the findings are based on data collected by the authors as well as national data sets.
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Children of La Frontera: Binational Efforts to Serve Mexican Migrant and Immigrant Students
URL: HTTP://WWW.ERIC.ED.GOV/ERICDOCS/DATA/ERICDOCS2SQL/CONTENT_STORAGE_0...
Format: Print, PDF, URL
Focus Area: Migrant education
Provider: Edvantia
Abstract: This book includes 20 chapters that provide background on the historical and current context of U.S.-Mexico relations and education in Mexico. It examines existing binational educational and health programs and describes effective practices for teaching Mexican migrant and immigrant students and working with families from Mexico.
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Claims of Effectiveness: This book is based on historical and societal conditions and documents.
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Creating a School-Community Culture of Learning: Exemplary Leadership Practices in Four School Districts
URL: HTTP://WWW.ECS.ORG/CLEARINGHOUSE/69/41/6941.PDF
Format: PDF, URL
Focus Area: Leadership
Provider: Educational Commission of the States (ECS)
Abstract: In this research brief, ECS staff share results from interviews with students, teachers, administrators, and community members about exemplary educational leadership practices in diverse high-need school districts across the nation: Boston (MA) Public Schools, National City (CA) Public Schools, Memphis (TN) City Schools, and Chugach (AK) Public Schools. Key leadership strategies common to all districts are shared.
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Claims of Effectiveness: Explores key leadership strategies common at all levels that work to increase student achievement.
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Effective Use of Funding Support for Schools in Need of Improvement
URL: HTTP://WWW.CENTERFORCSRI.ORG/FILES/CENTERISSUEBRIEF_SEPT09.PDF
Format: PDF, URL
Focus Area: Leadership
Provider: Center for Comprehensive Reform and Improvement
Abstract: The Center for Comprehensive School Reform examined schools and districts in which thoughtful and well-articulated use of federal, state, and local funds resulted in innovative and effective reform that could be replicated or adapted in similar sites. The brief contains interviews with personnel in nine U.S. districts and includes summaries of emerging themes and successful strategies.
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Claims of Effectiveness: No claims of effectiveness pertain to this study but the information is based on expert opinion.
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Effects of the Implementation of Proposition 227 on the Education of English Learners, K-12: Findings from a Five-year Evaluation
URL: HTTP://WWW.AIR.ORG/NEWS/DOCUMENTS/227REPORT.PDF
Format: PDF, URL
Focus Area: English language learners
Provider: American Institutes for Research (AIR)
Abstract: Proposition 227, passed in California in 1998, requires that English learners (ELs) be taught "overwhelmingly in English" through sheltered/structured English immersion (SEI) programs during "a temporary transition period not normally intended to exceed one year," and then transferred to mainstream English language classrooms. This report shares findings of a 5-year evaluation of Proposition 227 implementation that included site visits, phone interviews, surveys, and analysis of achievement data.
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Claims of Effectiveness: The authors conclude that while there appears to be some evidence of improved academic success with ELs in California, substantial gaps in achievement remain.
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Emerging Evidence on Improving High School Student Achievement and Graduation Rates: The Effects of Four Popular Improvement Programs
URL: HTTP://WWW.BETTERHIGHSCHOOLS.ORG
Format: PDF, URL
Focus Area: High school
Provider: National High School Center
Abstract: MCRC summarizes evaluations of four reform models: Career Academies, First Things First, Project Graduation Really Achieves Dreams (GRAD), and Talent Development. The brief identifies problems with implementation and highlights challenges as well as promising practices. Essentially, structural changes to promote personalization and instructional improvement can improve achievement (e.g., small learning communities and faculty advisory systems, extended class periods, special catch-up courses, high-quality curricula, preservice and in-service training, and professional learning communities). Students who enter ninth grade facing substantial academic deficits can make good progress if initiatives single them out for special support, including caring teachers and special courses.
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Finders keepers: Recruiting and retaining teachers in rural schools
URL: HTTP://WWW.NATIONALFORUM.COM/ELECTRONIC%20JOURNAL%20VOLUMES/OSTERHO...
Format: PDF, URL
Focus Area: Rural Education
Provider: National Forum of Teacher Education Journal
Abstract: This article suggests that rural schools and districts market the advantages of teaching in rural places. The authors also cite other recruitment and retention strategies described in the rural education research literature, including financial and homesteading incentives, approaching recruitment in terms of recruiting families with school-age children to the community, and induction and mentoring programs.
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Claims of Effectiveness: Although the article cites a variety of research, the majority of studies cited are surveys, single cases, or cross-sectional.
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High-Quality Teaching: Providing for Rural Teachers' Professional Development
URL: HTTP://WWW.RURALEDUCATOR.NET/ARCHIVE/26-2/26-2_HOWLEY.PDF
Format: PDF, URL
Focus Area: Rural Education
Provider: National Rural Education Association
Abstract: This policy brief describes some of the contextual factors that could inform how professional development is designed and conducted for rural educators. Key factors to consider are funding scarcities, professional isolation, and the reluctance of rural educators to engage in professional critique as a result of the tight-knit civic life of many rural communities.
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Claims of Effectiveness: This brief cites a variety of education research and rural studies, but most are surveys, single cases, or cross-sectional.
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Informing Adolescent Literacy Policy and Practice: Lessons Learned from the Striving Readers Program
URL: WWW.ALL4ED.ORG/FILES/POLICYBRIEFSTRIVINGREADERSINFORMSPOLICY.PDF
Format: PDF, URL
Focus Area: Reading and literacy
Provider: Alliance for Excellent Education
Abstract: The Striving Readers program is the main federal effort aimed at improving literacy trends at the secondary school level. This policy brief takes a look at the first-year experiences of representatives from seven of the Striving Readers projects as well as other research and strategies that have been successful in the field. Recommendations are made for both program and policy in an attempt to promote a more cohesive and comprehensive adolescent literacy effort for secondary students.
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Claims of Effectiveness: No claims of effectiveness pertain to this brief but the information is based on data collected during the first year of the program.
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Literacy Instruction in the Content Areas: Getting to the Core of Middle and High School Improvement
URL: WWW.ALL4ED.ORG/FILES/LITCON.PDF
Format: PDF, URL
Focus Area: Reading and literacy
Provider: Alliance for Excellent Education
Abstract: Today, more than six million of the nation’s secondary school students fall well short of grade-level expectations in reading and writing. Recognizing the urgency of this literacy crisis among middle and high school students, policymakers in all parts of the country have begun to implement a wide range of new programs and services designed to help struggling adolescent readers catch up in essential literacy skills, particularly reading fluency, vocabulary, and comprehension. However—and as this report argues—if students are to be truly prepared for the sophisticated intellectual demands of college, work, and citizenship, then these reforms will not be enough. Even as their schools help them to catch up in the basics, students also must be taught the advanced literacy skills that will enable them to succeed in the academic content areas—particularly the core content areas of math, science, English, and history.
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Claims of Effectiveness: No claims of effectiveness pertain to this information.
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Misdiagnosing the Teacher Quality Problem
URL: HTTP://WWW.CPRE.ORG/INDEX.PHP?OPTION=COM_CONTENT&TASK=VIEW&...
Format: PDF, URL
Focus Area: Highly qualified educators, School/District improvement
Provider: Consortium for Policy Research in Education (CPRE)
Abstract: This policy brief reviews findings on issues related to teacher quality in the chapter Richard Ingersoll authored in the book The State of Education Policy Research. The brief discussed three related diagnoses and their attendance prescriptions: restrictive occupational entry barriers, teacher shortages, and underqualified/underprepared teachers. Ingersoll suggests that each of these viewpoints is largely misinformed or misconstrued; and that to truly understand issues of teacher quality requires examining the character of the teaching occupation and the nature of the organizations in which teachers work.
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Claims of Effectiveness: No claims of effectiveness pertain to this policy brief, but in this brief the author reviews three proposed diagnoses for the problem of low-quality teachers and teaching and explains why he believes the diagnoses are inaccurate.
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Paving the Path to Urban School Principalship
URL: HTTP://WWW.TQSOURCE.ORG/PUBLICATIONS/JUNE2008BRIEF.PDF
Format: PDF, URL
Focus Area: Leadership
Provider: National Comprehensive Center for Teacher Quality
Abstract: Securing a sufficient supply of highly effective school principals is critical to the success of U.S. schools, especially at-risk and hard-to-staff schools. This research and policy brief describes the principal pipeline through a focused review of the research. It shares findings from a series of four focus groups of 74 aspiring school principals and discusses the implications for policymakers and others who are working to improve the supply of high-quality principals.
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Claims of Effectiveness: No claims of effectiveness are found, but the findings are based on a review of the relevant research and focus group data.
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Prioritizing the Nation's Dropout Factories: The Need for Federal Policy That Targets the Lowest-Performing High Schools
URL: HTTP://ALL4ED.ORG/FILES/PRIORITIZINGDROPOUTFACTORIES.PDF
Format: PDF, URL
Focus Area: High school, Leadership
Provider: Alliance for Excellent Education
Abstract: This brief references the dropout crisis and calls on federal policymakers to perform "legislative triage" by devoting attention to the lowest-performing high schools and immediately improving or replacing the most severely "injured" schools. It specifically cites three opportunities to address the national problem and includes data on dropout factories in each state.
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Claims of Effectiveness: No claims of effectiveness pertain to this policy brief.
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Recruiting Quality Teachers in Mathematics, Science, and Special Education for Urban and Rural Schools
URL: HTTP://WWW.TQSOURCE.ORG/PUBLICATIONS/NCCTQRECRUITQUALITY.PDF
Format: PDF, URL
Focus Area: Rural Education
Provider: National Comprehensive Center for Teacher Quality
Abstract: This brief describes emerging strategies for recruiting math, science, and special education teachers to rural and urban schools, such as developing "grow your own" recruitment programs, partnering with institutions of higher education to offer alternative certification routes, and streamlining hiring processes.
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Claims of Effectiveness: This brief cites many studies and other resources. However, because much of the research on these issues is based on surveys, cross-sectional or single cases, the NCCTQ is careful to note that the strategies they describe are promising rather than proven.
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Selected States’ Responses to Supporting High School English Language Learners
URL: HTTP://WWW.BETTERHIGHSCHOOLS.COM/PUBS/DOCUMENTS/NHSCPOLICYBRIEF_STA...
Format: PDF, URL
Focus Area: High school
Provider: National High School Center
Abstract: This policy brief provides state-level examples of efforts to improve the assessment and reporting of data. This brief also showcases effective partnerships between state departments and the Regional Comprehensive Centers in strengthening educational outcomes for ELLs on the secondary school level. (April 2009)
Rating:
Claims of Effectiveness: No claims of effectiveness pertain to this information but the findings are based on years of experience and the authors' expert opinion.
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Teacher Salary Bonuses in North Carolina (2008)
URL: HTTP://WWW.PERFORMANCEINCENTIVES.ORG/NEWS__EVENTS/DETAIL.ASP?PAGEAC...
Format: PDF, URL
Focus Area: School/District improvement
Provider: National Center on Performance Incentives
Abstract: From the Abstract: "Since the 1996/97 school year, the state of North Carolina has awarded bonuses of up to $1,500 to teachers in schools that exhibit test score gains above certain thresholds. This article reviews the details of the bonus program, describes patterns of differences between schools that qualify for bonuses of differing amounts, and presents basic data to address the question of whether the bonus program has improved student achievement." The findings of this research were presented at a national conference in Nashville, Tennessee, on February 28-29, 2008.
Rating:
Claims of Effectiveness: No claims of effectiveness pertain to this report.
How to read this information >
Teaching Matters: How State and Local Policymakers Can Improve the Quality of Teachers and Teaching
URL: HTTP://WWW.CPRE.ORG/INDEX.PHP?OPTION=COM_CONTENT&TASK=VIEW&...
Format: PDF, URL
Focus Area: Highly qualified educators
Provider: Consortium for Policy Research in Education (CPRE)
Abstract: This policy brief reviews findings on issues related to teacher quality in the chapter Thomas Corcoran authored in the book The State of Education Policy Research. The brief considers state policies that influence teacher quality in six domains: licensing and alternative routes to certification, teacher education policies, teacher induction programs, professional development, compensation and evaluation, and the use of data by states to improve teaching.
Rating:
Claims of Effectiveness: No claims of effectiveness pertain to this policy brief, but the information is based on a review of literature and the author's experience. The brief identifies issues in need of research attention, and advocates for broad dissemination of research findings on key issues related to teaching.
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The High Cost of High School Dropouts: What the Nation Pays for Inadequate High Schools
URL: HTTP://WWW.ALL4ED.ORG/FILES/HIGHCOST.PDF
Format: PDF, URL
Focus Area: High school
Provider: Alliance for Excellent Education
Abstract: According to this issue brief dated August 2009, more than 7,000 students become dropouts every school day, totaling nearly 1.3 million students per year who will not graduate from high school with their peers. High school dropouts from the Class of 2009 represent nearly $335 billion in lost income. Bob Wise, former governor of West Virginia, noted, "Unless America's high schools significantly improve their graduation rates, nearly 13 million students will drop out over the next decade with a massive loss...of $3 trillion." Included in the brief are statistics on who does not graduate from high school and how much a high school dropout costs the United States.
Rating:
Claims of Effectiveness: No claims of effectiveness pertain to this brief, but the information is based on relevant research and the author's expert opinion.
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The Literacy Coach: A Key to Improving Teaching and Learning in Secondary Schools
URL: HTTP://WWW.ALL4ED.ORG/PUBLICATIONS/LITERACYCOACH.PDF
Format: PDF, URL
Focus Area: Reading and literacy
Provider: Alliance for Education
Abstract: This paper is aimed at helping to develop an understanding of what works in successful programs as well as successful strategies for training effective literacy coaches.
Rating:
Claims of Effectiveness: This paper claims to be based upon research. However, most of the successful programs are grounded in single-site studies. The paper does not include enough information about its research basis to judge its rigor.
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The Progress of Education Reform 2007: Same-Sex Schooling
URL: HTTP://WWW.ECS.ORG/CLEARINGHOUSE/72/81/7281.PDF
Format: PDF, URL
Provider: Education Commission of the States
Abstract: This brief supplies a summary of single-sex education research prepared by the American Institute for Research of the U.S. Department of Education, which found the research is abundant but far from conclusive. It also includes links to other resources on single-sex education and details about the revised Title IX regulations.
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Claims of Effectiveness: According to the report, the research that it summarized on single-sex education is rife with methodological errors, lack of controls, and is influenced by the proponents' positions on the topic.
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The Urban/Rural Challenge: Overcoming Teacher Recruitment and Retention Obstacles Faced by Urban and Rural School Districts
URL: HTTP://WWW.CICONLINE.ORG/C/DOCUMENT_LIBRARY/GET_FILE?FOLDERID=34&AM...
Format: PDF, URL
Focus Area: Rural Education
Provider: Cable in the Classroom
Abstract: This article describes some of the challenges rural and urban schools face in recruiting teachers. Based on a few small studies and the expert advice of professional organizations, the article suggests that rural schools consider recruiting local career-changers and improving support for new teachers.
Rating:
Claims of Effectiveness: This magazine article quotes experts and representatives of professional organizations, as well as a few policy briefs. The experiences and outcomes of several initiatives are also offered as evidence of the effectiveness of various recruitment strategies.
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Voices from La Frontera: Study of School Districts Along the United States/Mexico Border
URL: HTTP://WWW.ERIC.ED.GOV/ERICDOCS/DATA/ERICDOCS2/CONTENT_STORAGE_01/0...
Format: PDF, URL
Focus Area: Curriculum and Instruction
Provider: WestEd
Abstract: This report is based on surveys sent to regional superintendents about the issues and problems in districts with growing numbers of Latino students. Policy implications include the need for additional support and resolution of conflicting regulations.
Rating:
Claims of Effectiveness: This study yielded an overview of the challenges facing school districts along the U.S./Mexico border and the priorities of these districts.
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Who’s Left Behind? Immigrant Children in High- and Low-LEP Schools
URL: HTTP://WWW.URBAN.ORG/UPLOADEDPDF/411231_WHOS_LEFT_BEHIND.PDF
Format: PDF, URL
Focus Area: English language learners
Provider: The Urban Institute
Abstract: Using data collected in the 1999-2000 Schools and Staffing Survey (SASS), this report studies the characteristics of schools serving immigrant children at the time of NCLB's passage. The study compares differences between schools with high proportions of LEP students and schools with fewer and no such students. The analysis reveals that LEP elementary school students are largely concentrated in a small number of schools. These schools are predominately located in urban areas, and LEP students are largely minority and economically disadvantaged, embedding the discussion of LEP students’ education within the context of what is already known about poor, minority, immigrant-serving urban schools. Teachers in High-LEP schools are more likely than those in other schools to have provisional, emergency, or temporary certification, and new teachers in High-LEP schools are substantially more likely to be uncertified. On the other hand, Low-LEP schools lag behind High-LEP schools in LEP-focused in-service training for general education teachers, and in offering important services such as support and enrichment programs. The report includes discussion of the implications of the findings, focusing in particular on the educational opportunities of LEP students in the context of the No Child Left Behind Act.
Rating:
Claims of Effectiveness: This document is based on data from the national 1999-2000 Schools and Staffing Survey sponsored by the National Center for Education Statistics. Data were collected from approximately 4,700 school districts including 12,300 principals, 52,400 teachers, and 9,900 library media centers. Schools were categorized by High-LEP, Low-LEP, and No LEP. Data are compared across the three LEP categories to see if statistically significant differences are found between High-LEP schools and those with fewer or no LEP students. Given the complex sampling design, Taylor Series Linearization was used to estimate sampling errors and test for statistical significance. Unless noted, all differences reported were statistically significant. Actual significance levels are included in the data tables.
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Professional Development PowerPoint supplement to Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments
URL: HTTP://WWW.CENTERONINSTRUCTION.ORG/FILES/BOOK%203%20FINAL.PPT
Format: PDF, URL
Focus Area: English language learners
Provider: Center on Instruction, RMC Research Corporation
Abstract: This professional development PowerPoint is a supplement to the content of Book 3 of this series. The detailed slides and speaker notes summarize and augment the information contained in the book and may be used to provide professional development during in-service training to educators teaching in the elementary, middle, and secondary grades.
Rating:
Claims of Effectiveness: These supplemental slides support the presentation of information provided in the report.
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A Framework for the Assessment of Learning-Centered Leadership
URL: WWW.WALLACEFOUNDATION.ORG/NR/RDONLYRES/A1AF27B4-EE01-4D27-BB00-BD95...
Format: PDF, URL
Focus Area: Leadership
Provider: Vanderbilt University
Abstract: This report is an early product of Vanderbilt University’s 3-year project to develop a set of instruments to assess the effectiveness of educational leadership (both individual and team), which began in summer 2005 with funding from The Wallace Foundation. This report positions Vanderbilt’s work in the larger context of leadership assessment and makes clear its focus on leadership behaviors, indicators of student success, and the school context that bears on leadership evaluation. The conception of leadership behavior is two-dimensional, consisting of the intersection of six core components of school performance and six key processes of leadership.
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A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement
URL: HTTP://WWW.SEDL.ORG/CONNECTIONS/RESEARCH-SYNTHESES.HTML
Format: PDF, URL
Focus Area: Parent involvement
Provider: Southwest Educational Development Laboratory
Abstract: This review of the research examines the growing evidence that family and community connections with schools make a difference in student success. It is a synthesis of 51 studies about the impact of family and community involvement on student achievement, and effective strategies to connect schools, families and community. This publication is the second in the series of annual research syntheses by SEDL's National Center for Family & Community Connections with Schools, and the fourth in the series of Evidence publications authored or co-authored by Anne T. Henderson.
Rating:
Evidence of Supporting Claims: Based on a review of literature, theory, practice, and some experimental and quasiexperimental research.
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A Profile of the Striving Readers Program: The Memphis School District Project
URL: WWW.ALL4ED.ORG/FILES/CASESTUDYSRMEMPHIS.PDF
Format: PDF, URL
Focus Area: Reading and literacy
Provider: Alliance for Excellent Education
Abstract: In 2006, Memphis City Schools was awarded $16,074,687 for a 5-year period (2006–2011) for the Memphis Striving Readers Project, in collaboration with the University of Memphis and Bellarmine University (KY). It employs the Memphis Content Literacy Academy model as a schoolwide strategy and Scholastic’s READ 180 for targeted intervention. The project serves more than 5,000 students in eight middle schools. The study was designed to improve teachers’ performance through professional development, on-site coaching, and leadership seminars.
Rating:
Claims of Effectiveness: No claims of effectiveness pertain to this information, but the findings are based on the first year of implementation of the program.
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Adolescents and Literacy: Reading for the 21st Century
URL: HTTP://WWW.ALL4ED.ORG/PUBLICATIONS/REPORTS.HTML
Format: PDF, URL
Focus Area: Reading and literacy
Provider: Alliance for Education
Abstract: This report examines the empirical research on how to improve the literacy of children in grades four through 12. It brings together the key findings of the best available research on issues related to adolescent literacy. It also offers policymakers and the public a better understanding of the challenges and opportunities that confront the nation as it begins to work to improve the literacy levels of older children.
Rating:
Claims of Effectiveness: The report claims to describe what is currently known about effective literacy instruction and the impact of successful literacy programs. It is based on a review and summary of empirical research. Essentially it is a synthesis of hallmark research reviews that have been conducted in this area.
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Aligning Assessment to Guide the Learning of All Students: Six Reports on the Development, Refinement, and Dissemination of the Web Alignment Tool
URL: HTTP://WWW.CCSSO.ORG/PUBLICATIONS/DETAILS.CFM?PUBLICATIONID=293
Format: PDF, URL
Focus Area: School/District improvement
Provider: Council of Chief State School Officers (CCSSO)
Abstract: This publication represents the work of a 16-state collaborative and is intended to empower state and district practitioners in the use of an automated, online alignment system. Building on prior work done by the Council of Chief State School Officers in the understanding and use of alignment systems in K-12 education, this collection of six reports describes the development of an electronic, automated alignment analysis tool, and how to extend this tool to alternate assessments and English language development assessments.
Rating:
Claims of Effectiveness: Based on prior work and experience of CCSSO in curriculum alignment.
Evidence of Supporting Claims: Council of Chief State School Officers (CCSSO). (2006). Aligning assessment to guide the learning of all students: Six reports on the development, refinement, and dissemination of the web alignment tool. Washington, DC: Author.
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An Evidentiary Framework for Operationalizing Academic Language for Broad Application to K-12 Education: A Design Document
URL: HTTP://WWW.CSE.UCLA.EDU/PRODUCTS/REPORTS/R611.PDF
Format: PDF, URL
Focus Area: English language learners
Provider: Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Abstract: This report proposes a framework for the development of ALP tests, related curricula, and professional development materials, with the goal of characterizing ALP for test development purposes so that test specifications and prototype tasks can be created to reflect language usage in academic settings.
Rating:
Claims of Effectiveness: This document provides an approach for the development of a framework, but no research has been conducted on its effectiveness. The authors claim that the framework is based on research. No specific claims of effectiveness are found, however.
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An Examination of the Validity of English-language Achievement Test Scores in an English Language Learner Population
URL: HTTP://BRJ.ASU.EDU/CONTENT/VOL29_NO1/ART7.PDF
Format: PDF, URL
Focus Area: English language learners
Provider: Southwest Center for Education Equity and Language Diversity
Abstract: Approximately 1,700 English language learners (ELLs) and former ELL students, in Grades 4 and 10, were tested using both an English-language (Stanford Achievement Test, 9th ed.) and a Spanish-language (Aprenda, 2nd ed.) achievement test. Their performances on the two tests were contrasted. The results showed that ELL students, for the most part, answered more items correctly on a home-language mathematics test, compared to a similar English-language math test, regardless of their level of home-language literacy.
Rating:
Claims of Effectiveness: This article is based on a multi-site case study in which students whose dominant language was not English were tested with an English-language proficiency scale and achievement tests. Overall, findings suggest that ELL students' achievement test results in English may not be valid assessments of content-area knowledge.
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Assessing Students with Disabilities: Moving Instruction Forward through Universal Design
URL: HTTP://WWW.IAETE.ORG/INSIGHT/ARTICLES.CFM?&ID=40
Format: PDF, URL
Focus Area: Technology, Assessment
Provider: Edvantia
Abstract: Technology has long been faced with the challenge of providing equitable and customized learning opportunities to all students, and learning would have to include assessment. To date, many of the nation's large-scale assessments have done little to capitalize on the capacity of technology to provide these kinds of supports on a large scale to students that might best benefit from them. The team of Ted Hasselbring, Preston Lewis, and Margaret Bausch describe the efforts of one state in generating online assessment that provides a variety of technology-based supports for students with special needs, as well as the lessons they have learned for moving their work forward and replicating their successes with other large-scale assessments.
Rating:
Claims of Effectiveness: This report claims that students with disabilities, who are tested using an online assessment, perform better on assessments. The claim is based on a review of student achievement data and a survey. The authors acknowledge that more longitudinal data collection and empirical analyses are needed to verify the impact of online assessments.
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Challenges in the No Child Left Behind Act for English Language Learners (CRESST Policy Brief No. 7)
URL: HTTP://WWW.CSE.UCLA.EDU/PRODUCTS/POLICY/CRESST_POLICY7.PDF
Format: PDF, URL
Focus Area: English language learners
Provider: Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Abstract: This policy brief describes four challenges for English language learners in NCLB: (1) historically low ELL performance and slow improvement, (2) measurement accuracy, (3) instability of the ELL student subgroup, and (4) factors outside of a school’s control. The policy brief also offers suggestions to help schools meet NCLB goals.
Rating:
Claims of Effectiveness: Based on a series of research reports. The document cites, for instance, several controlled studies measuring accommodations effects and study samples ranging from 14,000 to 30,000 students.
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Characteristics of Improved School Districts: Themes from Research
URL: HTTP://WWW.K12.WA.US/RESEARCH/PUBDOCS/DISTRICTIMPROVEMENTREPORT.PDF
Format: PDF, URL
Focus Area: School/District improvement, Parent involvement
Provider: Center for Comprehensive Reform and Improvement
Abstract: The authors reviewed more than 80 research articles from studies conducted within the past 15 years that investigated the attributes of school districts that have improved over time. They identified 13 themes or characteristics of improved school districts, which have been clustered into four broad categories: Effective Leadership, Quality Teaching and Learning, Support for Systemwide Improvement, and Clear and Collaborative Relationships.
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Rating:
Claims of Effectiveness: This document is based on a review of more than 80 research reports by the Research and Evaluation Office at the Office of Superintendent of Public Instruction. The analysis of the prior work identified 13 common themes. The themes should be viewed as integrated and interrelated. According to the author, they are important to district effectiveness but not sufficient in isolation. A conceptual framework was designed that illustrates the relationships among the 13 themes and four categories.
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Closing Gaps and Raising Achievement: A Focus on English Language Learners
URL: HTTP://WWW.EDVANTIA.ORG/PUBLICATIONS/ARCC/ARCC_RESEARCHBRIEF_2009_0...
Format: PDF, URL
Focus Area: English language learners
Provider: Appalachia Regional Comprehensive Center (ARCC)
Abstract: This research brief summarizes key findings from research that has identified effective instructional strategies for English language learners (ELL) at elementary and secondary levels. Intensive small-group reading interventions, extensive and varied vocabulary instruction, and deliberate teaching of the formal English used in schools have shown promise for elementary ELLs. At the secondary level, interventions that help ELLs acquire academic English, while simultaneously gaining knowledge in content areas, appear effective and are currently the subject of several rigorous research studies.
Rating:
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CSRQ Center Report on Middle and High School Comprehensive School Reform Models
URL: HTTP://WWW.AIR.ORG/PUBLICATIONS/DOCUMENTS/MSHS%202006%20REPORT_FINA...
Format: PDF, URL
Focus Area: School/District improvement
Provider: The Comprehensive School Reform Quality Center (CSRQ)
Abstract: This consumer guide provides comparative ratings on the effectiveness and quality of 18 middle and high school reform models that are used extensively in the U.S. The CSRQ Center screened nearly 1,500 documents and reviewed 197 studies. They used rigorous standards that are aligned with the requirements for scientifically based research. Each model is rated on a number of dimensions, including evidence of raising student achievement. The reviews provide education decision makers with a profile of each model and the evidence needed to make decisions to meet locally defined needs.
Rating:
Claims of Effectiveness: This report attempts to characterize the evidence of the effectiveness and quality of 18 widely used middle and high school whole-school reform models by using qualitative and quantitative methods. This report provides descriptive and evidence-based information on models that may help educators make decisions.
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Determining Adequate Yearly Progress from Kindergarten through Grade 6 with Curriculum-Based Measurement
URL: HTTP://WWW.STUDENTPROGRESS.ORG/LIBRARY/ARTICLES.ASP
Format: PDF, URL
Focus Area: Curriculum and Instruction, Accountability
Provider: National Center on Student Progress Monitoring
Abstract: Teachers can use progress monitoring to evaluate the effectiveness of their instruction for individual students or an entire class by identifying goals for what students will learn over time, measuring students' progress toward those goals through comparison of expected and actual rates of learning, and adjusting instruction as needed. This article provides a framework for applying one model of student progress monitoring—, urriculum-Based Measurement (CBM), to effectively and efficiently fulfill the AYP accountability requirement of NCLB and how such an approach may be linked to special education accountability.
Rating:
Claims of Effectiveness: Progress monitoring is a scientifically based practice that teachers can use to evaluate the effectiveness of their instruction for individual students or an entire class. The use of progress monitoring results in more efficient and appropriately targeted instructional techniques and goals, which, together, move all students to faster attainment of important state standards for their achievement.
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Differentiated Instruction
URL: HTTP://WWW.CAST.ORG/PUBLICATIONS/NCAC/NCAC_DIFFINSTRUC.HTML
Format: PDF, URL
Focus Area: Curriculum and Instruction
Provider: CAST
Abstract: Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted to meet the needs of individual and diverse students in classrooms. This review of the literature outlines the components of differentiated instruction and its application to general education classrooms, provides some evidence of effectiveness, and links to additional resources.
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Claims of Effectiveness: No empirical validation of differentiated instruction as a package was noted in this literature review.
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Diplomas and Dropouts: Which Colleges Actually Graduate Their Students (and Which Don't)
URL: HTTP://WWW.AEI.ORG/DOCLIB/DIPLOMAS%20AND%20DROPOUTS.PDF
Format: PDF, URL
Focus Area: Leadership
Provider: American Enterprise Institute
Abstract: This study provides a comparison by graduation rates across nearly 1,400 colleges and universities. Included are data for the nation as well as regions. The study reveals that wide variations occur in graduation rates across institutions within the same selectivity categories, and hundreds of institutions fail to graduate a majority of their students in 6 years although they receive tens of billions of dollars from taxpayers every year.
Rating:
Claims of Effectiveness: No claims of effectiveness pertain to this study.
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Diversity: School, Family, and Community Connections
URL: HTTP://WWW.SEDL.ORG/CONNECTIONS/RESEARCH-SYNTHESES.HTML
Format: PDF, URL
Focus Area: Parent involvement
Provider: Southwest Educational Development Laboratory
Abstract: Third in a series of reports to help local school, community, and family leaders obtain useful research-based information about key educational issues. This synthesis focuses specifically on three categories: race or ethnicity, culture (including language), and socioeconomic status. The report also explores barriers to involvement for minority and low-income families, strategies that have been used to address those barriers, and recommendations that local educational leaders can adapt to address their specific needs. It is based on a review of over 64 studies.
Rating:
Evidence of Supporting Claims: Review of literature and some experimental and quasiexperimental research.
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Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners
URL: HTTP://WWW.CARNEGIE.ORG/LITERACY/PDF/DOUBLETHEWORK.PDF
Format: PDF, URL
Focus Area: English language learners
Provider: Alliance for Excellent Education
Abstract: This report shares the work of an expert panel of researchers, policymakers, and practitioners in the field of ELL, convened under the auspices of the Carnegie Corporation of New York. The panel identified six challenges to improving the academic literacy of ELLs.
Rating:
Claims of Effectiveness: This document described the work of an expert panel supplemented by literature review, site visits to exemplary programs, and analysis of demographic and achievement trend data. The panel identified six challenges to improving the academic literacy of ELLs. Each “challenge” section of the report is followed by an extensive “potential solutions” discussion.
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Effective and Promising Summer Learning Programs and Approaches for Economically-Disadvantaged Children and Youth
URL: HTTP://WWW.WALLACEFOUNDATION.ORG/KNOWLEDGECENTER/KNOWLEDGETOPICS/CU...
Format: PDF, URL
Focus Area: Leadership
Provider: The Wallace Foundation
Abstract: Effective and Promising Summer Learning Programs and Approaches for Economically-Disadvantaged Children and Youth examines available research on program outcomes for children, and identifies the characteristics of effective summer learning programs. It finds that reading and math achievement gains are possible. It concludes that good programs tend to include (1) experienced teachers on staff, (2) small group sizes, and (3) activities that make learning fun. The paper is also available as a shorter Fact Sheet.
Rating:
Claims of Effectiveness: No claims of effectiveness pertain to this article but the information is based on expert opinion.
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Eight Elements of High School Improvement: A Mapping Framework
URL: HTTP://WWW.BETTERHIGHSCHOOLS.COM/DOCS/NHSCEIGHTELEMENTS7-25-08.PDF
Format: PDF, URL
Focus Area: High school
Provider: National High School Center
Abstract: The National High School Center’s goal is to encourage researchers, policymakers, and practitioners at all levels to engage in comprehensive, systemic efforts to maximize attainment for all high school students, with a focus on those students who have been historically underserved. To this end, we have developed a framework that consists of eight core elements and provides a lens for mapping school, district, and state high school improvement efforts. (July 2008)
Rating:
Claims of Effectiveness: No claims of effectiveness pertain to this information but the findings are based on years of experience and the authors' expert opinion.
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Eight Elements of High School Improvement: Annotated Bibliography
URL: HTTP://WWW.BETTERHIGHSCHOOLS.COM/DOCS/EIGHTELEMENTSANNOTATEDBIBLIOG...
Format: PDF, URL
Focus Area: High school
Provider: National High School Center
Abstract: An annotated bibliography of resources that support the National High School Center's Eight Elements of High School Improvement: A Mapping Framework. The eight elements are rigorous curriculum and instruction, assessment and accountability, teacher quality and professional development, resources for sustainability, leadership and governance, structure and organization, student and family support, and stakeholder engagement. Resources include both quantitative and qualitative research studies, meta-analyses, syntheses, tools, and products.
Rating:
Claims of Effectiveness: No claims of effectiveness pertain to this information but the findings are based on years of experience and the authors' expert opinion.
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English Language Proficiency Assessment in the Nation: Current Status and Future Practice
URL: HTTP://EDUCATION.UCDAVIS.EDU/RESEARCH/ELP_ASSESSMENT.HTML
Format: PDF, URL
Focus Area: English language learners
Provider: University of California-Davis School of Education
Abstract: The No Child Left Behind Act mandated reliable, valid annual assessments of students’ English proficiency. In response, the U.S. Department of Education awarded grants to four consortia of states in 2002, and directed each to create and field-test a state-of-the-art assessment. This 196-page report summarizes the progress of the four efforts and reports on the current testing landscape nationwide.
Rating:
Claims of Effectiveness: The goal of this report is to present a national view of the status of English language proficiency assessments since the results of these assessments play a vital role in ELL students’ academic careers in many ways, including their classification, assessment of their current knowledge, curriculum planning, and graduation. This report also presents research, policy analyses, and technical documents from across the nation, which address critical Title III-related issues facing policymakers and educational leaders, as well as education consultants, publishers, and researchers.
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Evaluating the Impact of Interventions That Promote Successful Transitions from High School
URL: HTTP://WWW.BETTERHIGHSCHOOLS.ORG/DOCS/RESEARCHBRIEF_IMPACTOFINTERVE...
Format: PDF, URL
Focus Area: High school
Provider: National High School Center
Abstract: This research brief examines the challenges and opportunities presented in evaluating whether an intervention achieves defined goals of increasing students' educational attainment, employment, and earnings after high school.
Rating:
Claims of Effectiveness: No claims of effectiveness pertain to this brief, but the information is based on the author's expert opinion and an overview of studies that used a variety of research methods to examine the impact of interventions on students' postsecondary experiences.
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Evaluation of the Bill & Melinda Gates Foundation's High School Grants Initiative: 2001-2005, Final Report
URL: HTTP://WWW.GATESFOUNDATION.ORG/LEARNING/PAGES/2006-HIGH-SCHOOL-GRAN...
Format: PDF, URL
Focus Area: High school
Provider: Bill & Melinda Gates Foundation
Abstract: This is the final report in the evaluation of the Gates' grants. Findings are shared on progress made by participating high schools on promoting student success, making instruction rigorous and relevant, and partnering with districts to offer portfolios of high school options. Themes and recommendations are offered.
Rating:
Claims of Effectiveness: The review of the early indicators supports cautious optimism about student outcomes in foundation-supported new schools. Outcomes in new schools' attendance and progression rates are particularly encouraging.
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Evaluation of the New Century High Schools Initiative, Report on the Third Year
URL: HTTP://WWW.POLICYSTUDIES.COM/STUDIES/SCHOOL/NEW%20CENTURY%20YEAR%20...
Format: PDF, URL
Focus Area: High school
Provider: Policy Studies Associates, Inc. (PSA)
Abstract: The New Century Schools Initiative created 75 small high schools in New York City through a funding partnership that included the Gates Foundation, Carnegie Corporation, and Open Society Institute. In addition to being small, the schools were to emphasize other features, including a rigorous academic program, relationships, instructional leadership, and continuous assessment. The evaluation found that the majority of schools established safe, academically focused, and socially supportive environments, and contributed to students' academic achievement.
Rating:
Claims of Effectiveness: Student achievement was enhanced by attendance in NCHS schools. Students in the NCHS research sample on average accumulated credits at a rate consistent with on-time graduation, and they out-performed comparison-group students.
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Extensive Reading Interventions in Grades K-3: From Research to Practice
URL: HTTP://WWW.CENTERONINSTRUCTION.ORG/FILES/EXTENSIVE%20READING%20INTE...
Format: PDF, URL
Focus Area: Reading and literacy, Special Education
Provider: Center on Instruction, RMC Research Corporation
Abstract: This report summarizes available data on the effects of extensive reading interventions (based on at least 100 instructional sessions) and related implications for practice for students with reading problems or learning disabilities in a response to intervention (RTI) setting.
Rating:
Claims of Effectiveness: Researchers conducted a meta-analyses of 12 studies to determine the relative effectiveness of interventions for struggling early readers. The authors selected the studies based on predetermined criteria. For each study, a brief synopsis of the research design, methodology, nature of the intervention, and results are provided. For all studies, the Hedges procedure for calculating unbiased effect sizes for Cohen's d was used. Average effect sizes were calculated across all measures used in each study and are reported.
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Final Report of Language Background as a Variable in NAEP Mathematics Performance (CSE Technical Report 429)
URL: HTTP://WWW.CSE.UCLA.EDU/PRODUCTS/REPORTS/TECH429.PDF
Format: PDF, URL
Focus Area: English language learners
Provider: Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Abstract: The report shares results of a study designed to identify the linguistic features of NAEP mathematics items that may affect the performance of students with language backgrounds other than English. Eighth-grade students in the Los Angeles area were tested using NAEP-released mathematics items in their original format, as well as a set of items that were modified to reduce linguistic complexity.
Rating:
Claims of Effectiveness: The research is based on a review of NAEP data from the 1990 and 1992 assessments, a literature review, and interviews with eighth-grade students. Researchers found that revising math items to make them less linguistically complex helped students in low- and average-level math classes. Other findings indicated that students in the ESL categories, particularly those performing at lower levels, show considerably lower math performance than other students.
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Findings from the Early College High School Initiative: A Look at Best Practices and Lessons Learned Regarding a Dual Enrollment Program
URL: HTTP://WWW.BETTERHIGHSCHOOLS.COM/PUBS/DOCUMENTS/NHSC_EARLYCOLLEGEHI...
Format: PDF, URL
Focus Area: High school
Provider: National High School Center
Abstract: This research brief on the Early College High School Initiative (ECHSI), a dual enrollment program developed by the Bill & Melinda Gates Foundation, examines lessons learned and best practices gleaned from an evaluation specific to the ECHSI, “Early College High School Initiative 2003-2005 Evaluation Report.” These findings help inform those interested in developing or implementing dual enrollment programs as a strategy to accelerate learning and help bridge transitions after graduation. (March 2007)
Rating:
Claims of Effectiveness: No claims of effectiveness pertain to this information but the findings are based on years of experience and the authors' expert opinion.
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