This report uses NAEP background data to track time and learning since the mid-1990s in three areas: student absenteeism; classroom instructional time in mathematics, reading, music and the visual arts; and homework time expected by teachers. Key report findings are: (1) Students with higher rates of "monthly absenteeism" score…

This executive summary describes results of the "Reading First Impact Study: Interim Report." The report presents preliminary findings from the Reading First Impact Study, a congressionally mandated evaluation of the federal government initiative to help all children read at or above grade level by the end of third grade. The No Child…

This report presents preliminary findings from the Reading First Impact Study, a congressionally mandated evaluation of the federal government initiative to help all children read at or above grade level by the end of third grade. The No Child Left Behind Act of 2001 (NCLB) established Reading First and mandated its evaluation. This document is…

Due in part to conflicting opinions and research results, the practice of sustained silent reading (SSR) in schools has been questioned. After a frustrating experience with SSR, the author of this article began a data-driven decision-making process to gain new insights on how to structure silent reading in a classroom, including a comparison…

Methods and procedures were developed for monitoring and evaluating classrooms on critical dimensions derived from process-product research. The evaluation process for each of these student behaviors, related to improving academic achievement, is described. The dimensions include student engaged time, which is a product of allocated time and…