In this quasi-experimental study, we examined STEMscopes program impacts on science achievement in Longhorn ISD. The report specifically analyzed STEMscopes impacts on STAAR and MAP Growth scores. The present study used a school-level quasi-experimental design, where 8 STEMscopes schools were selected for inclusion and 8 comparison schools (using…

To estimate the long-term effects of the Reading Recovery® intervention, a regression discontinuity design (RD) was implemented in a randomly selected sample of Reading Recovery schools during each year of the federally-funded i3 Scale-Up external evaluation (2011-2015) and also in one additional cohort during the 2016-2017 school year. Long-term…

(Purpose) This study aimed to evaluate the efficacy of Imagine Math by comparing the performance of program users and non-users on the NWEA MAP Growth Math assessment. (Methods) Propensity score matching was utilized to compare statistically similar southeastern U.S. charter school students who used or did not use the Imagine Math program during…

Despite policy relevance, longer-term evaluations of educational interventions are relatively rare. A common approach to this problem has been to rely on longitudinal research to determine targets for intervention by looking at the correlation between children's early skills (e.g., preschool numeracy) and medium-term outcomes (e.g., first-grade…

Experts laud the potential of educational technology (edtech) to promote reading among students with disabilities, but supporting evidence is lacking. This study evaluated the effectiveness of the Lexia® Core5® Reading edtech program (Core5) on the Measures of Academic Progress® (MAP) Growth Reading™ and easyCBM oral reading fluency performance of…

This study explored whether Year 1 school children exposed to a 12-week classroom-based gross motor program progressed differently than Year 1 children undertaking their regular school program in motor proficiency, mathematics, and reading outcomes. Fifty-five Australian Year 1 school children (25 boys, 30 girls, mean age 6.77 ± 0.40 years) were…

To estimate the long-term effects of the Reading Recovery® intervention, a regression discontinuity design (RD) was implemented in a randomly selected sample of Reading Recovery schools during each year of the federally-funded i3 Scale-Up external evaluation (2011-2015) and also in one additional cohort during the 2016-17 school year. Long-term…

Responsive coaching at engage2learn is an innovative, and with this and previous reports--an evidence-based solution. This 2021-2022 study compellingly validates the efficacy of the engage2learn program through an exploration of NWEA MAP® Growth™ and STAAR test scores for Math and Science, Grades 6-8. LXD Research, an independent research firm,…

Because standardized tests in science are not given to PreK-3 students in Ohio, this report examined the longitudinal effects of learning from a teacher who had participated in the NURTURES professional development program. Specifically, it looked at the effects on students' mathematics and reading learning in grades 2-5 and science learning in…

The purpose of this study was to study the impact on student performance due to participation in the Catapult Learning Intervention program in the Mathematics services offered in a religious non-public school system in the Northeastern United States from grades K-2. Student scaled scores from the NWEA MAP assessments administered at the beginning…

School districts choose programs based on limited data, word of mouth, or cost-effectiveness. STEM-based schools often choose project-based learning (PBL) programs to deliver curricula through limited research and word of mouth effectiveness. This study evaluated one PBL program implementation in the context of a suburban Texas middle school by…

This study examines the relationship between Individualized Education Program (IEP) goal content and quality and the education outcomes for students in elementary school with complex support needs (CSN) in Utah, focusing on grades three through six. The investigation explores whether the alignment of IEP goals with alternate state standards and…

Background: Breakfast after the bell (BAB), an alternative way to deliver breakfast after the school day begins, has been shown to increase participation in the School Breakfast Program. However, BAB occupies time that could otherwise be used for instruction and may affect academic performance. This study examined whether BAB affects math and…

Despite policy relevance, longer-term evaluations of educational interventions are relatively rare. A common approach to this problem has been to rely on longitudinal research to determine targets for intervention by looking at the correlation between children's early skills (e.g., preschool numeracy) and medium-term outcomes (e.g., first-grade…

Background: Over the past two decades, national attention has emphasized the critical role of early literacy and language instruction in preventing reading difficulties and improved our understanding of how young children learn to read. The research has established that students who are not strong readers by Grade 3 are less likely to build…