Program exposure is a key element of implementation fidelity and refers to the amount of an intervention received by participants. For students using IXL, setting a target program exposure (i.e., an IXL usage goal) both allows monitoring of implementation fidelity and enhances students' motivational and learning outcomes. IXL's proposed optimal…

The purpose of this quantitative quasi-experimental, pretest-posttest, control group design study was to investigate the effects of Response to Intervention (RtI) and computer-based programs on addressing literacy acquisition skills. This study is important because there is an inordinate number of students who are designated as requiring special…

Pre-kindergarten in Texas targets 3 and 4-year-old children who are considered at risk. The result of the state eligibility rules for public pre-kindergarten is homogeneous classrooms composed predominantly by English Language Learners, and students from high-minority and high-poverty households. The non-diverse pre-kindergarten classrooms have…

The aim of this study was to explore how the Coding as Another Language using ScratchJr (CAL-ScratchJr) curriculum, developed by Boston College's DevTech Research Group utilizing the ScratchJr app, impacted second grade students' computational thinking, coding skills, and reading comprehension. To accomplish this, the research team randomly…

This report presents findings from the annual evaluation of the MacPhail Intensive Strings Program, specifically at Ascension Catholic School in Minneapolis. It includes satisfaction and outcome data for the 2021-22 school year. [For the 2020-21 report, see ED619377.]

This report presents findings from the annual evaluation of the MacPhail Intensive Strings Program, specifically at Ascension Catholic School in Minneapolis. It includes satisfaction and outcome data for the 2020-21 school year. [For the 2019-20 report, see ED619376.]

This paper describes high quality teaching practices in two schools that produce exceptional growth for all kinds of students. These practices focus on making the most of instructional time and exposing students to high quality content in a variety of contexts. They prove teachers don't need to choose between differentiating to meet students'…