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Large-Scale Evaluations of Curricular Effectiveness: The Case of Elementary Mathematics in Indiana
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Bhatt, Rachana; Koedel, Cory – Educational Evaluation and Policy Analysis, 2012
We use data from one of the few states where information on curriculum adoptions is available--Indiana--to empirically evaluate differences in performance across three elementary-mathematics curricula. The three curricula that we evaluate were popular nationally during the time of our study, and two of the three remain popular today. We find large…
Descriptors: Educational Policy, Elementary School Mathematics, Mathematics Instruction, Instructional Effectiveness
Benefits of the Michiana Daily Mathtracks Programme for Students Living in Poverty
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Davies, Randall S.; Qudisat, Rasha M. – Educational Research and Evaluation, 2015
This paper summarizes results from a math intervention implemented in a high-poverty urban community. Over 7,300 students from kindergarten to 4th grade in 1 low-socioeconomic-status school district participated in the study. Students from 13 different schools (36 different classroom) participated in the treatment. Comparisons were made to…
Descriptors: Mathematics Instruction, Intervention, Poverty, Urban Areas
The Effect on Cumulative Language Acquisition Increase for English Language Learner Students in Kindergarten through Third Grade Who Attended Multiple Years of Summer Remediation Programs
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Baker, Gregory A. – ProQuest LLC, 2013
Already academically at risk, students in the rapidly growing English Language Learner (ELL) student population in the United States face additional challenges due to regression of English language acquisition over the average ten-week agrarian summer break when they return to homes in which Spanish was the primary language spoken. While the…
Descriptors: At Risk Students, English Language Learners, Second Language Learning, Summer Programs
Do Interim Assessments Influence Instructional Practice in Year One? Evidence from Indiana Elementary School Teachers
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Chojnacki, Gregory; Eno, Jared; Liu, Feng; Meyers, Coby; Konstantopoulos, Spyros; Miller, Shazia; van der Ploeg, Arie – Society for Research on Educational Effectiveness, 2013
Recent work that has examined the impact of what are variously called periodic, interim, benchmark, or diagnostic assessments, typically administered three or four times during a school year, has produced mixed findings. For instance, one study reported small significant effects in mathematics in grades 3-8, but not in reading (Carlson et al.,…
Descriptors: Elementary School Teachers, Teaching Methods, Educational Practices, Formative Evaluation
Understanding the Diminishing Academic Advantage of Full-Day Kindergarten
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Davies, Randall S.; Cress, Susan – Mid-Western Educational Researcher, 2010
Most people agree that young children benefit academically from attending kindergarten; however, some research suggests that any academic advantage attributed to attending full day kindergarten compared to half-day programs will disappear as early as third grade. Based on the results of this study which looked at students in typical classroom…
Descriptors: Day Programs, Kindergarten, Young Children, Low Achievement
The Literacy Instructional Leader: Perceptions of the Importance of Areas, Responsibility, and Use of Literacy Knowledge Elementary Principals Need to Lead an Effective Literacy Program
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Thomas, Barbara Marie – ProQuest LLC, 2010
The purpose of this study was to discover and compare perceptions of three different groups of Indiana elementary educators concerning the importance of areas of the principal's literacy knowledge base, as well as responsibility for and use of this knowledge by principals to adequately support effective research-based literacy instruction. The…
Descriptors: State Standards, Change Agents, Specialists, Literacy