Drawing on the spring 2023 American Instructional Resources Survey, the authors examine teachers' use of foundational reading activities in their instruction. These activities correspond to the four foundational reading skill domains for kindergarten-through-grade-5 students that are set forth in the Common Score of State Standards: print…

Research has demonstrated the positive effects on reading achievement measures when content is conditioned as a reinforcer for prolonged reading. While previous research has focused on conditioning narrative texts on the relation to increased comprehension, there is no current research on the effects of conditioning informational texts. Experiment…

The extent to which reading achievement is causally impacted by eligibility for special education services due to a learning disability (LD) or speech or language impairment (SLI) is currently unclear. In this registered report, we analyzed U.S. national data from the Early Childhood Longitudinal Study--Kindergarten Cohort of 2010-2011 (ECLS-K:…

Background/Context: As of Fall 2021, approximately 7.3 million students between the ages 6 to 21 were served under the Individuals with Disabilities Education Act, which accounts for approximately 15%of students in that age range (U.S. Department of Education, 2022). Students with disabilities receiving special education services are guaranteed a…

In the need to improve high stakes standardized test scores for all students, many schools began to implement research-based instructional techniques, such as Marzano's Instructional Elements and Strategies. This student will investigate the implementation of Marzano's Instructional Elements on the Star Reading Assessment Scores of students at a…

The Every Student Succeeds Act of 2015 requires the use of evidence in adopting programs, particularly for children with reading disabilities. A quasi-experimental study was conducted to evaluate the effects of a literacy intervention called Helping Early Readers Obtain Excellence in Special Education (HEROES), developed for children ages six to…

In this study, we describe long-term trends in students' academic performance, documenting persistent and systematic disparities in academic outcomes across several student subgroups. We leverage administrative data from longitudinal student records to examine academic outcomes for English learners (ELs), students with Individualized Education…

The purpose of this study was to determine if Appreciative Inquiry affects assessment scores of middle school students, grades 6-8. The data used in this study was collected from a cohort of students impacted by the COVID-19 pandemic school shutdowns with inconsistent return to structured, continuous in school routines. The data used in this study…

Academic progress monitoring is essential when implementing Individualized Education Programs for students with learning disabilities and more generally in a multi-tiered system of supports framework. Although students' progress is monitored frequently in schools today, these students often are not actively involved in this practice. Research has…

A shared sense of responsibility for the education of students with disabilities can have positive effects on both teachers and students. When special education (SE) and general education (GE) teachers work together, this collaborative relationship is a positive variable in teacher satisfaction and retention. Furthermore, teacher collaboration and…

We used time-varying effect modelling of two very large samples of fourth-grade students (N[subscript reading] = 148,240, N[subscript mathematics] = 152,220) to investigate associations between adoption and over-time implementation of a de facto cap on special education service receipt and over-time likelihoods of disability identification from…

The Board of Education's mission is to equitably educate the whole child so that every student graduates with the tools to reach their full potential (Houston Independent School District (HISD), 2019). To succeed in their mission, the board participates in Lone Star Governance, whose intent is to provide a continuous improvement model for…

Students with health conditions are at risk for poor education outcomes such as absenteeism and low academic performance. Racial/ethnic minority students and economically disadvantaged students might have more limited access to medical care and information than other students, making school support even more important for them. District of…

This is the 22nd report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report assessment data for students with disabilities in K-12 schools in the United States. The purpose of this report is to examine the extent to which states reported 2018-19 assessment data for students with disabilities "to the…

To inform a plan for supporting students with health conditions, District of Columbia Public Schools (DCPS) partnered with the Regional Educational Laboratory Mid-Atlantic on a study to understand how the prevalence of health conditions differs by student characteristics, whether students are supported through a 504 plan or an individualized…