Preparing teacher candidates to analyze achievement data is necessary to develop the understanding of how academic data is collected and used to inform instruction. Collecting achievement data in the area of literacy includes a variety of assessments focused on reading and writing. A critical component of analyzing data involves working in…

This special issue is dedicated to understanding how to best support positive educational outcomes for all students. While reading strategies, course design and methods, testing and assessment, and a variety of other factors are all integral to L2 reading outcomes, policies constructed at the federal, state, district, and school level play an…

In 2012, New York education officials and the state's teachers union announced one of the nation's most aggressive programs for teacher and principal evaluation--the Annual Professional Performance Review system (APPR)--which required that 40% of an educator's evaluation be based on student growth, using a combination of the state assessment and…

IES is the primary research, evaluation, and statistics arm of the U.S. Department of Education. Established through the Education Sciences Reform Act of 2002 (ESRA), the Institute's mission is to expand fundamental knowledge and understanding of education and to provide education leaders and practitioners, parents and students, researchers, and…

The primary purpose of the Minnesota Migrant Education Program (MEP) is to help migrant children and youth overcome challenges of mobility, frequent absences, late enrollment into school, social isolation, and other difficulties associated with a migratory life, in order that they might succeed in school. Furthermore, the Minnesota MEP must give…

The purpose of this paper is to explore state and school responses to accountability pressures under the No Child Left Behind Act (NCLB). Section 2 presents a framework for summarizing the many positive and negative ways in which states, schools, and teachers respond to accountability pressures under NCLB. Section 3 focuses on state accountability…

The current study examines the consistency of two response-to-intervention (RTI) decision-making models. Weekly progress monitoring data for 30 students participating in a Tier II intervention were collected for 30 weeks. The data were examined by comparing them to an aimline with a yearly goal and by computing a dual discrepancy (DD) using…

This study explored the relationship between literacy coaching and student reading achievement in grades K-1 in a school district that received a Reading First grant. The study analyzed how literacy coaches spent their time and explored the relationship between the amount and content of coaching and student reading achievement at the teacher level…

The Commonwealth of Pennsylvania plans to develop a new statewide evaluation system for teachers and principals in its public schools by school year 2013-2014. To inform the development of this evaluation system, the Team Pennsylvania Foundation (Team PA) undertook the first phase of the Pennsylvania Teacher and Principal Evaluation…

The Commonwealth of Pennsylvania plans to develop a new statewide evaluation system for teachers and principals in its public schools by school year 2013-2014. To inform the development of this evaluation system, the Team Pennsylvania Foundation (Team PA) undertook the first phase of the Pennsylvania Teacher and Principal Evaluation…

This study examined middle school students' motivation to read using an adapted version of the Motivation to Read Profile (MRP) Survey. The MRP is comprised of items assessing students' self-concepts as readers and their value of reading. In total, 1080 sixth-, seventh-, and eighth-grade students responded. Descriptive and inferential statistics…

This is the first edition of the "Mobile Digest of Education Statistics." This compact compilation of statistical information covers prekindergarten through graduate school to describe the current American education scene. The "Mobile Digest" is designed as an easy mobile reference for materials found in detail in the…

The 2006-2007 school year was the eighth annual reporting period since disaggregating the performance of students with disabilities on state and district-wide assessments was required by the Individuals with Disabilities Education Act (IDEA). It is the fifth reporting period since the enactment of the No Child Left Behind Act (NCLB), and the…

This study examined the relationship between the implementation of comprehensive school reform (CSR) and changes in reading and math achievement from 1999 until 2003. Survey data about CSR implementation and school-level achievement data were collected for multiple years from a sample of CSR schools and compared with a sample of matched comparison…

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…