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Direct linkBridget C. Fleming – ProQuest LLC, 2024
This quantitative study aimed to determine the growth of students who did and did not attend a state-funded pre-kindergarten program based on Measure of Academic Progress (MAP) reading achievement. The study occurred in a rural school district in the southeastern United States. The sample population consisted of one treatment group (n = 97) and…
Descriptors: Academic Achievement, Achievement Tests, Reading Tests, Reading Achievement
Download full textLazarus, Sheryl S.; Hayes, Susan A.; Nagle, Kate; Liu, Kristin K.; Thurlow, Martha L.; Dosedel, Michael; Quanbeck, Mari; Olson, Rachel – National Center on Educational Outcomes, 2021
This report presents the findings of an analysis of states' FFY 2018 State Systemic Improvement Plans (SSIPs), submitted to the U.S. Department of Education's Office of Special Education Programs (OSEP) in April 2020. It specifically addresses how assessments were included in states' State-Identified Measurable Results (SIMRs). For states with…
Descriptors: State Programs, Statewide Planning, Educational Improvement, Strategic Planning
Goldenberg, Claude; Glaser, Deborah R.; Kame'enui, Edward J.; Butler, Kelly; Diamond, Linda; Moats, Louisa; Spear-Swerling, Louise; Goldberg, Margaret; Grimes, Sally C. – National Council on Teacher Quality, 2020
Learning how to read is not something that comes naturally. Many children need instruction from their teachers that follows the research on the most effective and efficient methods of teaching reading (often referred to as the "science of reading"). The path to literacy is supported by many actors, but states have a role in these four…
Descriptors: Reading Instruction, Elementary School Teachers, Reading Teachers, State Government
Fratto, Kim; Throndsen, Jennifer; Suddreth, Diana; Nielsen, Darin – Utah State Board of Education, 2018
The purpose of this report is to provide formative and summative feedback to the Utah State Board of Education (USBE) regarding evidence of implementation and impact for the Interventions for Reading Difficulties Pilot Program. The report, while addressing the effects of the Interventions for Reading Difficulties Pilot Program, is also designed to…
Descriptors: Intervention, Reading Difficulties, Reading Programs, State Programs
Peer reviewedDodge, Kenneth A.; Bai, Yu; Ladd, Helen F.; Muschkin, Clara G. – Child Development, 2017
North Carolina's Smart Start and More at Four (MAF) early childhood programs were evaluated through the end of elementary school (age 11) by estimating the impact of state funding allocations to programs in each of 100 counties across 13 consecutive years on outcomes for all children in each county-year group (n = 1,004,571; 49% female; 61%…
Descriptors: Early Childhood Education, Educational Policy, Outcomes of Education, Elementary School Students
Utchell, Lynn A.; Schmitt, Ara J.; McCallum, Elizabeth; McGoey, Kara E.; Piselli, Kate – Journal of Psychoeducational Assessment, 2016
The purpose of this study was to determine the extent to which early literacy measures administered in kindergarten and Oral Reading Fluency (ORF) measures administered in Grade 1 are related to and predict future state reading assessment performances up to 7 years later. Results indicated that early literacy and ORF performances were…
Descriptors: Predictive Measurement, Emergent Literacy, Reading Tests, Reading Fluency
Chaparro, Erin A.; Smolkowski, Keith; Jackson, Kathleen Ryan – Learning Disability Quarterly, 2020
Oregon's Effective Behavioral and Instructional Support Systems (EBISS) initiative was implemented in 25 school districts. The initiative trained and coached district leaders and teachers in the use of the EBISS model through the lens of implementation science. The EBISS model integrates school-wide positive behavior intervention and supports…
Descriptors: Positive Behavior Supports, State Programs, Coaching (Performance), Professional Development
