Well-informed decisions on curricular materials can be an efficient way to boost student achievement. Prior studies have employed experimental and quasi-experimental designs to investigate the effects of textbooks on mathematics achievement. This is the first study to consider textbook effects in social studies education. Within the context of a…

This report includes findings regarding demographic characteristics and academic outcomes of DELTA students; highlights emerging topics from the student, teacher, and staff surveys; and provides recommendations for future program implementation. [For the 2018-2019 report, see ED626017.]

Correlations for PDAS scores from year to year were moderate, and experienced teachers generally outperformed their novice peers. Data suggest a weak-to-moderate relationship between 3-year averages of teachers' PDAS and student growth scores.

The introduction of No Child Left Behind increased performance expectations for students across the United States and compelled teachers to focus on standardized assessments instead of frequent formative assessments to monitor instruction and promote student learning. Common formative assessments (CFAs) help teachers align curriculum, assessment,…

This paper is based on an online graduate program for middle school science and mathematics teachers in Texas titled Integration of Science, Mathematics and Reflective Teaching (iSMART). Launching the program for its first cohort in fall 2010, the authors attempted to answer the following two questions in this paper: (a) How do the members of the…

This paper first examines the impact of the No Child Left Behind Act (NCLB) of 2001 on the academic performance of Latino students in the U.S. Although the purpose behind NCLB is to help improve academic proficiency in the areas of reading, language arts, and mathematics, research demonstrates that there is still an achievement gap between…