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Benjamin K. Master; Heather Schwartz; Fatih Unlu; Jonathan Schweig; Louis T. Mariano; Jessie Coe; Elaine Lin Wang; Brian Phillips; Tiffany Berglund – Educational Evaluation and Policy Analysis, 2022
Principals are the second-largest school-based contributor to K-12 students' academic progress. However, there is little research evaluating whether efforts to develop principals' skills improve school effectiveness. We conducted randomized controlled trial studies of the impacts of a professional development program called the Executive…
Descriptors: Principals, Management Development, Skill Development, School Effectiveness
Feil, Edward G.; Walker, Hill M.; Frey, Andy J.; Seeley, John R.; Small, Jason W.; Golly, Annemieke; Lee, Jon; Forness, Steven R. – Grantee Submission, 2020
Disruptive behavior problems frequently emerge in the preschool years and are associated with numerous, long-term negative outcomes, including comorbid disorders. First Step is a psychosocial early intervention with substantial empirical evidence supporting its efficacy among young children (Walker et al., 2014). The present study reports on a…
Descriptors: Preschool Children, Child Behavior, Early Intervention, At Risk Students
Weiss, Michael J.; Scrivener, Susan; Slaughter, Austin; Cohen, Benjamin – MDRC, 2021
Most community college students are referred to developmental education courses to build basic skills. These students often struggle in these courses and college more broadly. CUNY Start is a prematriculation program for students assessed as having significant remedial needs. CUNY Start students delay matriculation for one semester and receive…
Descriptors: Randomized Controlled Trials, Program Evaluation, Developmental Studies Programs, Community Colleges
Rohrer, Doug; Dedrick, Robert F.; Hartwig, Marissa K.; Cheung, Chi-Ngai – Journal of Educational Psychology, 2020
We report the results of a preregistered, cluster randomized controlled trial of a mathematics learning intervention known as interleaved practice. Whereas most mathematics assignments consist of a block of problems devoted to the same skill or concept, an interleaved assignment is arranged so that no 2 consecutive problems require the same…
Descriptors: Randomized Controlled Trials, Mathematics Instruction, Grade 7, Assignments
Eddy, Laura D.; Anastopoulos, Arthur D.; Dvorsky, Melissa R.; Silvia, Paul J.; Labban, Jeffrey D.; Langberg, Joshua M. – Grantee Submission, 2021
Objective: The current study reports functional outcomes from a multi-site randomized trial of a cognitive-behavioral treatment program for college students diagnosed with ADHD. Methods: A sample of emerging adults (N = 250; ages 18 to 30) currently attending college were comprehensively evaluated and diagnosed with ADHD (M age = 19.7; 66% female,…
Descriptors: Randomized Controlled Trials, Cognitive Restructuring, Behavior Modification, Outcomes of Treatment
Gray, Susan H.; Ehri, Linnea C.; Locke, John L. – Reading and Writing: An Interdisciplinary Journal, 2018
A randomized control trial compared the effects of two kinds of vocabulary instruction on component reading skills of adult struggling readers. Participants seeking alternative high school diplomas received 8 h of scripted tutoring to learn forty academic vocabulary words embedded within a civics curriculum. They were matched for language…
Descriptors: Reading Difficulties, Vocabulary, Reading Skills, High School Equivalency Programs
Boyd, Brian A.; Watson, Linda R.; Reszka, Stephanie S.; Sideris, John; Alessandri, Michael; Baranek, Grace T.; Crais, Elizabeth R.; Donaldson, Amy; Gutierrez, Anibal; Johnson, LeAnne; Belardi, Katie – Journal of Autism and Developmental Disorders, 2018
The advancing social-communication and play (ASAP) intervention was designed as a classroom-based intervention, in which the educational teams serving preschool-aged children with autism spectrum disorder are trained to implement the intervention in order to improve these children's social-communication and play skills. In this 4-year, multi-site…
Descriptors: Preschool Children, Play, Intervention, Autism
Visher, Mary G.; Mayer, Alexander K.; Johns, Michael; Rudd, Timothy; Levine, Andrew; Rauner, Mary – Regional Educational Laboratory West, 2016
Community college students often lack an academic plan to guide their choices of coursework to achieve their educational goals, in part because counseling departments typically lack the capacity to advise students at scale. This randomized controlled trial tests the impact of guaranteed access to one of two alternative counseling sessions (group…
Descriptors: Community Colleges, Randomized Controlled Trials, Two Year College Students, Educational Counseling
Logue, A. W.; Watanabe-Rose, Mari; Douglas, Daniel – Educational Evaluation and Policy Analysis, 2016
Many college students never take, or do not pass, required remedial mathematics courses theorized to increase college-level performance. Some colleges and states are therefore instituting policies allowing students to take college-level courses without first taking remedial courses. However, no experiments have compared the effectiveness of these…
Descriptors: Remedial Mathematics, College Mathematics, College Students, Randomized Controlled Trials
Wills, Howard; Kamps, Debra; Caldarella, Paul; Wehby, Joseph; Romine, Rebecca Swinburne – Elementary School Journal, 2018
The purpose of the study was to conduct a randomized controlled trial (RCT) to demonstrate efficacy of the Class-wide Function-Related Intervention Teams (CW-FIT) program. The study was designed to replicate an initial RCT conducted by the CW-FIT developers in 1 site, with 2 additional research groups not involved in its development. The study was…
Descriptors: Intervention, Randomized Controlled Trials, Student Diversity, Program Effectiveness
Jones, Curtis – School Community Journal, 2018
This report presents the SPARK literacy model, an innovative approach developed by Boys & Girls Clubs of Greater Milwaukee, for addressing the literacy needs of low-income and minority schools in Milwaukee. It also presents the results of a two-year randomized control trial evaluation of the SPARK literacy program's impact on reading…
Descriptors: Emergent Literacy, Family School Relationship, School Community Relationship, Partnerships in Education
Horner, Robert H.; Newton, James S.; Todd, Anne W.; Algozzine, Bob; Algozzine, Kate; Cusumano, Dale; Preston, Angela – Behavioral Disorders, 2018
Data-based problem solving is a hallmark of research-supported practices such as positive behavioral interventions and supports. In this study, we provided members of positive behavioral interventions and supports (PBIS) teams from 38 elementary schools with professional development focused on a research-supported problem-solving model…
Descriptors: Problem Solving, Randomized Controlled Trials, Workshops, Intervention
Jones, Curtis J.; Christian, Michael; Rice, Andrew – Society for Research on Educational Effectiveness, 2016
The purpose of this report is to present the results of a two-year randomized control trial evaluation of the SPARK literacy program. SPARK is an early grade literacy program developed by Boys & Girls Clubs of Greater Milwaukee. In 2010, SPARK was awarded an Investing in Innovation (i3) Department of Education grant to further develop the…
Descriptors: Randomized Controlled Trials, Literacy, Reading Programs, Program Evaluation
Connor, Carol McDonald; Dombek, Jennifer; Crowe, Elizabeth C.; Spencer, Mercedes; Tighe, Elizabeth L.; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov – Journal of Educational Psychology, 2017
With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed content-area literacy instruction (CALI) as an individualized (or personalized)…
Descriptors: Social Studies, Science Achievement, Skill Development, Early Childhood Education
DiPerna, James Clyde; Lei, Puiwa; Cheng, Weiyi; Hart, Susan Crandall; Bellinger, Jillian – Journal of Educational Psychology, 2018
The purpose of this study was to evaluate the efficacy of a universal social skills program, the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007), for students in first grade. Classrooms from 6 elementary schools were randomly assigned to treatment or business-as-usual control conditions.…
Descriptors: Skill Development, Interpersonal Competence, Social Development, Elementary School Students