This article summarises findings from systematic reviews of research on primary and secondary mathematics, primary and secondary reading, and programmes for struggling readers. All reviews used a common set of procedures, requiring comparisons with control groups and duration of at least 12 weeks. Across hundreds of qualifying studies, a clear…

This article presents a systematic review of research on the achievement outcomes of all types of approaches to teaching science in elementary schools. Study inclusion criteria included use of randomized or matched control groups, a study duration of at least 4 weeks, and use of achievement measures independent of the experimental treatment. A…

This guide summarizes "Effective Programs for Struggling Readers: A Best Evidence Synthesis," a research review conducted by Johns Hopkins University's Center for Research and Reform in Education. The purpose of the review was to evaluate the achievement outcomes of alternative approaches for struggling readers in grade K-5: (1) one-to-one…

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the beginning reading success of children in kindergarten and first grade: Reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria…

This paper reports the fifth-year results of a study comparing the English and Spanish language and reading performance of Spanish-dominant children randomly assigned beginning in kindergarten to Transitional Bilingual Education (TBE) or Structured English Immersion (SEI). This is the first randomized study to compare TBE and SEI reading…

This article presents a systematic review of research on the achievement outcomes of all types of approaches to teaching science in elementary schools. Study inclusion criteria included use of randomized or matched control groups, a study duration of at least 4 weeks, and use of achievement measures independent of the experimental treatment. A…

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading success of children in the elementary grades: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria included use of…

This report systematically reviews research on the outcomes of programs that teach young children in a group setting before they begin kindergarten. Study inclusion criteria included the use of randomized or matched control groups, evidence of initial equality, and study duration of at least 12 weeks. Studies included valid measures of language,…

This article reviews research on the achievement outcomes of alternative approaches for struggling readers ages 5-10 (US grades K-5): One-to-one tutoring, small-group tutorials, classroom instructional process approaches, and computer-assisted instruction. Study inclusion criteria included use of randomized or well-matched control groups, study…

This article reviews research on the achievement outcomes of mathematics programs for middle and high schools. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least twelve weeks, and equality at pretest. There were 102 qualifying studies, 28 of which used random assignment to treatments.…

This article reviews research on the achievement outcomes of alternative approaches for struggling readers in grades K-5: One-to-one tutoring, small group tutorials, classroom instructional process approaches, and computer-assisted instruction. Study inclusion criteria included use of randomized or well-matched control groups, study duration of at…

This guide summarizes "Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis" and "Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis," two research reviews conducted by Johns Hopkins University's Center for Research and Reform in Education. The purpose of the reviews was to evaluate the…

The present review examines research on the effects of technology use on reading achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the…

The Success for All Middle School was designed to help middle grades educators implement the most important elements of Turning Points and to add well-structured curricula, instructional methods, and professional development for teachers to help students reach their full potential. The program is based on the Success for All elementary design, the…

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading success of children in the elementary grades: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria included use of…