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Direct linkParsons, Eric; Koedel, Cory; Podgursky, Michael; Ehlert, Mark; Xiang, P. Brett – Journal of Research on Educational Effectiveness, 2015
There is increased policy interest in extending test-based evaluations in K-12 education to include student achievement in high school. High school achievement is typically measured by performance on end-of-course exams (EOCs), which test course-specific standards in a variety of subjects. However, unlike standardized tests in the early grades,…
Descriptors: Tests, Exit Examinations, Student Evaluation, High School Students
Denton, Carolyn A.; Cirino, Paul T.; Barth, Amy E.; Romain, Melissa; Vaughn, Sharon; Wexler, Jade; Francis, David J.; Fletcher, Jack M. – Journal of Research on Educational Effectiveness, 2011
This study compared the effects on reading outcomes of delivering supplemental, small-group intervention to first-grade students at risk for reading difficulties randomly assigned to one of three different treatment schedules: extended (4 sessions per week, 16 weeks; n = 66), concentrated (4 sessions per week, 8 weeks; n = 64), or distributed (2…
Descriptors: Reading Difficulties, Intervention, Reading Fluency, At Risk Students
Do Learning Communities Effect Academic Outcomes? Evidence from an Experiment in a Community College
Richburg-Hayes, Lashawn; Visher, Mary G.; Bloom, Dan – Journal of Research on Educational Effectiveness, 2008
Many postsecondary institutions utilize learning communities to increase social engagement and attachment to the college community. In recent years, these communities have proliferated as part of a trend fueled by low retention and persistence rates, increasing reluctance of 4-year institutions to provide remedial education, and pressure on…
Descriptors: Community Colleges, Remedial Instruction, Communities of Practice, Academic Achievement
