This study proposes a new model, termed the multiple membership piecewise growth model (MM-PGM), to handle individual mobility across clusters frequently encountered in longitudinal studies, especially in educational research wherein some students could attend multiple schools during the course of the study. A real data set containing some…

School-average achievement is often reported to have positive effects on individual achievement (peer spillover effect). However, it is well established that school-average achievement has negative effects on academic self-concept (big-fish-little-pond effect [BFLPE]) and that academic self-concept and achievement are positively correlated and…

Purpose: This study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools. Method: Effects of a supplemental intervention targeting academic vocabulary in first through third grades were…

Purpose: This study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools. Method: Effects of a supplemental intervention targeting academic vocabulary in first through third grades were…

There is a lack of knowledge regarding reading development and predictors of reading development for Language Minority students (LMs) such as Asians. In particular, the research base is limited regarding the effectiveness of different reading instructional emphases for Asian LMs. The purpose of the present study was to examine whether language…

Policymakers view parental involvement (PI) as a crucial component of school reform efforts, but evidence of its effect on student achievement is equivocal. Using the Early Childhood Longitudinal Study-Kindergarten Cohort dataset, we examined the long-term impact on student- and school-level achievement of three types of school-based PI: PI to…

This study employed the concept of teachers' sense of responsibility for students' learning to examine the extent to which the gap in math learning growth is reduced and whether such attitudes can improve children's learning outcomes to a degree that is above and beyond their expected achievement relative to their initial academic skills. Analysis…