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,…

The purpose of this research study was to determine if there is a relationship between the implementation phase of Response to Intervention (RTI), an academic multi-tiered system of support, and eighth grade students' mathematics, reading, and science Minnesota Comprehensive Assessments (MCAs) proficiency achievement. Data for this study were…

This study examined whether the intensive reading intervention affects annual reading level growth in middle school students to mitigate reading loss from the COVID19 school closures. Participants included struggling middle school readers (N = 101) from a rural district in east Texas. Student participant Measures of Academic Progress (MAP)…

This study developed and validated the Science Practice Scale (SPS) and investigated the implementation of scientific teaching practices by Grade 8 science teachers in Jordan. The responses of 235 8th grade science teachers who participated in the Trends in International Mathematics and Science Study [TIMSS] of 2019 were analysed using the Rasch…

This study examined the impact of the levels of fidelity of teacher implementation of a research-based middle school mathematics program, implemented systemically across a district, on student achievement benchmarks. By examining the systemic implementation based on the level of fidelity to the written curriculum, this quantitative study sought to…

The purpose of this report is to present summative findings from a five-year EIR early-phase project that implemented and evaluated the ENpowered program. PRG conducted a rigorous impact and implementation evaluation of the ENpowered program's effect on middle school student outcomes. The impact study utilized a quasi-experimental design to…

Access to high-quality computer science education remains uneven across the United States, with rural schools facing persistent barriers including limited staffing, outdated infrastructure, and constrained professional development opportunities (Gutierrez & Terrones, 2023; Showalter et al., 2019). Computer Science in Rural California (branded…

Policymakers have long sought to raise expectations for students through standards-based reform. I examine the extent to which the Common Core State Content Standards (CC) affected student achievement and the size of achievement gaps. I merge together data on preparation for and implementation of the CC with the National Assessment of Educational…

The "Scaling Teachers' Professional Development for ASSISTments: Evaluation Final Report" examines how a virtual professional learning community (vPLC) and immediate, elaborated feedback during independent math practice supported teachers in enhancing formative assessment practices, fostering sustained collaboration, and improving…

The chapters in this online volume comprise the TIMSS & PIRLS International Study Center's technical report of the methods and procedures used to develop, implement, and report the results of TIMSS 2019. There were various technical challenges because TIMSS 2019 was the initial phase of the transition to eTIMSS, with approximately half the…

Good learning devices greatly assist teachers in conveying the process of seeking knowledge to students. This study aimed to develop a STEAM-C (Science, Technology, Engineering, Art, Mathematics and Culture) integrated learning device in Masjid Kuno Taman, Indonesia to improve students' creative thinking skills. The learning devices included…

The current study was a retrospective mixed-methods quasi-experimental design (QED) study to determine the effects of Progress Learning on Grades 6-8 mathematics and ELA achievement by comparison growth on the Georgia Milestones Mathematics and ELA assessments of students who received Progress Learning services, in relation to students that did…

In 2013, the Arizona State University (ASU) Preparatory Academy (ASU Prep) was awarded an Investing in Innovation (i3) Grant through the U.S. Department of Education. The district applied with an ambitious grant designed to innovate programming for a total of six schools: two elementary (one Kindergarten through grade 5; one Kindergarten through…

Using a research design that meets the Institute of Education Sciences (IES) What Works Clearinghouse evidence standards, researchers reported the results of analyses examining the impact of the Teacher Study Group (TSG) professional development (PD) program targeting eighth grade American History teachers working with a large number of current or…

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…