Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Source
| What Works Clearinghouse | 2 |
| Journal of Education for… | 1 |
| Montgomery County Public… | 1 |
| National Center on School… | 1 |
| Psychology in the Schools | 1 |
Author
| Berends, Mark | 1 |
| Garcy, Anthony M. | 1 |
| James, Syretta R. | 1 |
| Liu, Shihching Jessica | 1 |
| Maina, Nyambura | 1 |
| McCallum, Elizabeth | 1 |
| Nicotera, Anna | 1 |
| Poncy, Brian C. | 1 |
| Schmitt, Ara J. | 1 |
| Teasley, Bettie | 1 |
| Wade, Julie | 1 |
| More ▼ | |
Publication Type
| Reports - Evaluative | 6 |
| Journal Articles | 2 |
| Numerical/Quantitative Data | 2 |
Education Level
| Grade 2 | 6 |
| Grade 3 | 5 |
| Grade 4 | 5 |
| Grade 5 | 5 |
| Grade 6 | 5 |
| Grade 7 | 5 |
| Grade 8 | 5 |
| Elementary Secondary Education | 4 |
| Grade 9 | 4 |
| Elementary Education | 2 |
| Grade 1 | 2 |
| More ▼ | |
Audience
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
| Clinical Evaluation of… | 1 |
| Gates MacGinitie Reading Tests | 1 |
| Gray Oral Reading Test | 1 |
| Measures of Academic Progress | 1 |
| SAT (College Admission Test) | 1 |
| Wide Range Achievement Test | 1 |
| Woodcock Johnson Psycho… | 1 |
What Works Clearinghouse Rating
Download full textJames, Syretta R.; Liu, Shihching Jessica; Maina, Nyambura; Wade, Julie; Wang, Helen; Wilson, Heather; Wolanin, Natalie – Montgomery County Public Schools, 2021
The impact of the COVID-19 pandemic continues to overwhelm the functioning and outcomes of educational systems throughout the nation. The public education system is under particular scrutiny given that students, families, and educators are under considerable stress to maintain academic progress. Since the beginning of the crisis, school-systems…
Descriptors: Achievement Tests, COVID-19, Pandemics, Public Schools
Peer reviewed
Direct linkPoncy, Brian C.; McCallum, Elizabeth; Schmitt, Ara J. – Psychology in the Schools, 2010
Although basic math skill deficits are commonly encountered across elementary and secondary school students, few empirically validated, group-administered interventions are available for educators attempting to prevent or remedy such problems. This study compared the effectiveness of two theoretically distinct interventions for improving the…
Descriptors: Constructivism (Learning), Intervention, Instructional Effectiveness, Secondary School Students
What Works Clearinghouse, 2010
The study examined the effect of charter school attendance on annual student achievement growth in math and reading.The research described in this report is consistent with WWC evidence standards with reservations. Strengths: Matched charter school students to similar students in traditional public schools using demographic and academic…
Descriptors: Charter Schools, Mathematics Achievement, Reading Achievement, Achievement Gains
What Works Clearinghouse, 2010
"Fast ForWord"[R] is a computer-based reading program intended to help students develop and strengthen the cognitive skills necessary for successful reading and learning. The program, which is designed to be used 30 to 100 minutes a day, five days a week, for 4 to 16 weeks, includes two components. The first component aims to build…
Descriptors: Computer Assisted Instruction, Reading Programs, Reading Fluency, Reading Comprehension
Garcy, Anthony M. – Journal of Education for Students Placed at Risk, 2009
This study investigated the relationship between health conditions suffered over time and student scores on the Stanford Achievement Test 9 in Yuma County, Arizona, public grade schools. The majority of children in Yuma County were of Hispanic origin. The poverty and low income status of most of these children placed them at greater risk for…
Descriptors: Low Income Groups, Injuries, Mathematics Achievement, Achievement Tests
Nicotera, Anna; Teasley, Bettie; Berends, Mark – National Center on School Choice, Vanderbilt University (NJ3), 2007
This paper empirically examines the underlying premise of the No Child Left Behind (NCLB) school choice provision that students will perform better when they are given the opportunity to transfer from persistently low-performing schools to higher performing schools. We focus on students who move from schools that must offer choice under NCLB in a…
Descriptors: Federal Legislation, School Choice, Reading Achievement, Transfer Students
