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Direct linkAdelson, Jill L.; Dickinson, Emily R.; Cunningham, Brittany C. – Educational Researcher, 2016
This brief examined the patterns of reading achievement using statewide data from all students (Grades 3-10) in multiple years to examine gaps based on student, school, and district characteristics. Results indicate reading achievement varied most between students within schools and that students' prior achievement was the strongest predictor of…
Descriptors: Reading Achievement, Achievement Gap, School Districts, Institutional Characteristics
Download full textDhuey, Elizabeth; Smith, Justin – Society for Research on Educational Effectiveness, 2012
In recent decades, much attention has been focused on student achievement in the United States. Many policy initiatives have been attempted in an effort to bolster achievement, including increasing school revenue, decreasing class size, expanding early childhood programs, and introducing vouchers and charter schools, to name a few, but not all of…
Descriptors: Academic Achievement, Principals, Elementary School Students, Administrator Role
Easterbrooks, Susan R.; Beal-Alvarez, Jennifer S. – American Annals of the Deaf, 2012
Historically, researchers have identified that reading outcomes for students in upper grades who are d/Deaf and hard of hearing (d/Dhh) have typically rested around the late 3rd to early 4th grade. In recent years, wide-scale state-level testing has called into question these prognostications. The authors conducted a descriptive, multiunit,…
Descriptors: Reading Achievement, Partial Hearing, Deafness, Measures (Individuals)
Goertz, Margaret E.; Olah, Leslie Nabors; Riggan, Matthew – Consortium for Policy Research in Education, 2009
The purpose of this exploratory study was to examine the use of interim assessments and the policy supports that promote their use to change instruction, focusing on elementary school mathematics. The authors use the term "interim assessments" to refer to assessments that: a) evaluate student knowledge and skills, typically within a…
Descriptors: Educational Indicators, State Standards, Academic Support Services, Program Effectiveness
Taylor, Rosemarye T.; Moxley, Dale; Boulware, Don – ERS Spectrum, 2007
In this article, the authors explore which conditions support the success of literacy coaches. Because the literacy coach position is a relatively new one, this article examines some of the questions related to designing and implementing the position of the literacy coach, and the potential influence of the position on student achievement. The…
Descriptors: Professional Development, Participation, Literacy, Academic Achievement
Louie, Josephine; Brodesky, Amy; Brett, Jessica; Yang, Li-Ming; Tan, Yvette – Regional Educational Laboratory Northeast & Islands, 2008
The No Child Left Behind (NCLB) Act of 2001 requires states to ensure that all students make adequate yearly progress in achieving proficiency in English language arts and math. This study examines how six diverse schools have responded to the challenge of educating their students in math, particularly students with disabilities and other…
Descriptors: School Culture, Federal Legislation, Educational Improvement, Federal Programs
