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Benjamin G. Solomon – Grantee Submission, 2023
Project ENGAGE was an Education Innovation and Research federal grant awarded to the Osage County Interlocal Cooperative in October of 2017. This study addressed the effect of a combination of literacy and behavioral supports on the academic outcomes of elementary students in rural public schools. The five-year multi-element study included a…
Descriptors: Elementary School Students, Rural Schools, Positive Behavior Supports, Computer Assisted Instruction
Pane, John F.; Seaman, Dorothy; Doss, Christopher Joseph – RAND Corporation, 2023
This report evaluates the effects of Lexia[TM] Core5[TM] Reading (Core5) -- a product of Lexia Learning Systems -- on the reading achievement of students in grades 3-5 during the 2021-2022 academic year. Core5 is a program that focuses on various student literacy skills, such as fluency, vocabulary, and comprehension. This report represents the…
Descriptors: Reading Instruction, Reading Programs, Reading Improvement, Reading Achievement
Kathy Dowell; Catherine Snyder; Stephanie Marshall – Grantee Submission, 2025
METRICS was a 5-year grant program funded by the U.S. Department of Education designed to immerse elementary school students in computer science. METRICS components included 1) creation and implementation of rigorous computer science curriculum units and assessments to support STEM coursework connected across all subjects through problem-based…
Descriptors: Computer Science Education, Elementary School Curriculum, STEM Education, Problem Based Learning
Gale A. Mentzer; Peter Paprzycki – Grantee Submission, 2024
Because standardized tests in science are not given to PreK-3 students in Ohio, this report examined the longitudinal effects of learning from a teacher who had participated in the NURTURES professional development program. Specifically, it looked at the effects on students' mathematics and reading learning in grades 2-5 and science learning in…
Descriptors: Longitudinal Studies, Program Evaluation, Program Effectiveness, Faculty Development
Zhu, Pei; Alterman, Emma; Commins, Nicholas; Nash, Peyton – MDRC, 2023
The Assessment-to-Instruction (A2i) Professional Support System has been shown to be effective in improving literacy proficiency among young readers by combining data-driven technology with professional development (PD) activities to help teachers provide personalized literacy instruction. To identify efficient ways to expand the reach of A2i,…
Descriptors: Program Evaluation, Student Evaluation, Faculty Development, Literacy Education
New Mexico Public Education Department, 2024
The Language and Culture Division (LCD) provides accountability with support to districts that serve students participating in Bilingual Multicultural Education Programs (BMEPs) so that all participating students achieve the program goals as outlined by New Mexico statute and administrative code, which are: (1) students become bilingual and…
Descriptors: Bilingual Education, Multicultural Education, Educational Objectives, Academic Standards
What Works Clearinghouse, 2022
Developing self-regulation at an early age is important for children's success in school and in life. Self-regulation involves the ability to remember instructions, shift attention from one thing to another, and reduce the intensity and frequency of impulsive emotions and behaviors. "Red Light, Purple Light" is a preschool program that…
Descriptors: Self Management, Preschool Children, Educational Games, Skill Development
Hartvigsen, Teresa; Durfee, Melanie; Call, Todd; Throndsen, Jennifer – Utah State Board of Education, 2021
The Early Interactive Reading Software Program encourages literacy growth and achievement in students in grades K-3. The program addresses early reading through the use of computer-based literacy software which provides individualized instruction designed to supplement students' classroom learning. During the 2019-2020 school year, these software…
Descriptors: Elementary School Students, Primary Education, Reading Instruction, Computer Assisted Instruction
What Works Clearinghouse, 2022
Developing self-regulation at an early age is important for children's success in school and in life. Self-regulation involves the ability to remember instructions, shift attention from one thing to another, and reduce the intensity and frequency of impulsive emotions and behaviors. "Red Light, Purple Light" is a preschool program that…
Descriptors: Self Management, Preschool Children, Educational Games, Skill Development
Jessica M. Namkung; Lynn S. Fuchs – Journal of Learning Disabilities, 2025
In this article, we introduce the term "vulnerability to achievement stressors," which refers to differentially low achievement when shifts in the educational environment "stress" or threaten the capacity of an individual or a group of individuals to make academic progress. We also introduce a methodological framework for…
Descriptors: Students with Disabilities, Learning Disabilities, Student Needs, Stress Variables
Brown, Lindsay E.; Kim, Ha Yeon; Tubbs Dolan, Carly; Brown, Autumn; Sklar, Jennifer; Aber, J. Lawrence – Journal of Research on Educational Effectiveness, 2023
Despite substantial cross-national interest in remedial programming as a way to support low-achieving students, evidence of its effectiveness is rare, particularly in low-income and/or crisis-affected contexts. In this article, we present experimental evidence of the impact of a remedial tutoring program on academic outcomes from a two-level…
Descriptors: Low Income Groups, Foreign Countries, Low Achievement, Program Effectiveness
Houston Independent School District, 2023
As an independent school district, Houston Independent School District (HISD) contracted with four operators of seven External Performance Contract Campuses, or contract campuses. Houston ISD contract campuses receive funding through the district. HISD has implemented a comprehensive performance accountability and compliance monitoring system that…
Descriptors: School Districts, Achievement Tests, Reading Achievement, Mathematics Achievement
Mays, Dennis – Support for Learning, 2017
The teaching of reading is one of the consistent topics for discussion in education. It exercises the minds of teachers, parents and politicians alike. This is especially so because levels of literacy are regarded as one of the most important indicators of educational well-being and progress, such is its position of status in such international…
Descriptors: Reading Instruction, Reading Programs, Instructional Effectiveness, Program Effectiveness
Jessica M. Namkung; Lynn S. Fuchs – Grantee Submission, 2024
In this article, we introduce the term "vulnerability to achievement stressors," which refers to differentially low achievement when shifts in the educational environment "stress" or threaten the capacity of an individual or a group of individuals to make academic progress. We also introduce a methodological framework for…
Descriptors: Students with Disabilities, Learning Disabilities, Student Needs, Stress Variables
Catts, Hugh W.; Kamhi, Alan G. – Language, Speech, and Hearing Services in Schools, 2017
Purpose: In this initial article of the clinical forum on reading comprehension, we argue that reading comprehension is not a single ability that can be assessed by one or more general reading measures or taught by a small set of strategies or approaches. Method: We present evidence for a multidimensional view of reading comprehension that…
Descriptors: Reading Comprehension, Reading Ability, Reading Achievement, Reading Strategies