The COVID-19 pandemic devastated student achievement, with declines rivaling those after Hurricane Katrina. These losses widened achievement gaps between historically marginalized students and their peers. Three years later, achievement remains behind pre-pandemic levels for many students. This paper examines 2022-23 academic recovery efforts…

The mathematics achievement gap in special education is a chronic and significant challenge for the field. The need for improved teacher preparation in mathematics is crucial in addressing this gap. This study examines a capstone experience in higher level mathematics tutoring for preservice teachers. Results indicate that the experience was…

The Peer Assisted Learning (PAL) program at the University of Minnesota is a primary academic support program for historically difficult, introductory college courses that serve as gatekeepers to academic degree programs. Based upon operating principles of other academic support programs and educational theories, PAL is integrated into the courses…

This article draws on previously employed methods for conducting fidelity studies and applies them to an evaluation of an unprescribed intervention. We document the process of assessing the fidelity of implementation of the Math Recovery first-grade tutoring program, an unprescribed, diagnostic intervention. We describe how we drew on recent…

This report summarizes evaluation results for AISD's state-funded State Compensatory Education program activities during the 2002-2003 school year.