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Direct linkMcCormick, Meghan P.; Weiland, Christina; Hsueh, JoAnn; Maier, Michelle; Hagos, Rama; Snow, Catherine; Leacock, Nicole; Schick, Laura – Grantee Submission, 2019
As states and districts expand access to publicly funded PreK programs, researchers and policymakers have been grappling with experimental evidence demonstrating that the benefits of PreK on academic skills are not likely to last into early elementary school. A leading hypothesis to explain this phenomenon is that PreK and the elementary grades…
Descriptors: Public Schools, Preschool Education, Early Childhood Education, Alignment (Education)
Gibson, Susan E.; Brooks, Charmaine – Teacher Development, 2012
Preparing teachers to implement a new curriculum presents a significant but important challenge. While formal professional development programs can assist in this preparation, finding prescribed experiences that meet the needs of all teachers can be formidable and indeed may not always be the best option for promoting change in practice. Decisions…
Descriptors: Active Learning, Program Effectiveness, Educational Change, Faculty Development
Agodini, Roberto; Harris, Barbara; Atkins-Burnett, Sally; Heaviside, Sheila; Novak, Timothy; Murphy, Robert – National Center for Education Evaluation and Regional Assistance, 2009
The purpose of this large-scale, national study is to determine whether some early elementary school math curricula are more effective than others at improving student math achievement, thereby providing educators with information that may be useful for making adequate yearly progress (AYP). This report presents results from the first cohort of…
Descriptors: Investigations, Disadvantaged Schools, Educational Improvement, Mathematics Achievement
Roberto Agodini; Barbara Harris; Sally Atkins-Burnett; Sheila Heaviside; Timothy Novak; Robert Murphy – National Center for Education Evaluation and Regional Assistance, 2009
The purpose of this large-scale, national study is to determine whether some early elementary school math curricula are more effective than others at improving student math achievement, thereby providing educators with information that may be useful for making adequate yearly progress (AYP). This report presents results from the first cohort of…
Descriptors: Investigations, Disadvantaged Schools, Educational Improvement, Mathematics Achievement
