The gap in achievement in mathematics between at-risk students and their more advantaged counterparts is a persistent problem of the U.S. education system. Although some research-based curricula and pedagogy have demonstrated promise in supporting students from diverse backgrounds to develop conceptual understanding and procedural fluency in…

Secondary school administrators are increasingly finding themselves in the position of implementing Response to Intervention (RTI). This system of providing progressively intensive levels of intervention for the purposes of preventing academic failure and identifying children with learning disability may be useful at the secondary level. However,…

With a goal of increasing the use of evidence-based practices in special education programs and improve student outcomes, a research demonstration project was developed through a unique partnership of special educators, parents, administrators, and investigators. This brief reports on the method, implementation, and initial findings from this…

Formative research is used to inform intervention development, but the processes of transmitting results to intervention planners and incorporating information into intervention designs are not well documented. The authors describe how formative research results from the Trial of Activity for Adolescent Girls (TAAG) were transferred to planners to…

Education specialists have written volumes on the best ways to help children learn to read and write, but who is helping them navigate the potentially treacherous waters of social interactions? While in school to study, children are also preoccupied with understanding the rules governing social relationships. Issues of trust and loyalty, rivalry…