The Baltimore Curriculum Project brought direct instruction (DI) and core knowledge (Core) to several Baltimore City public schools. This article describes implementation of DI and Core at one elementary school, documenting the dramatic growth in student achievement since implementation of DI in reading and examining distractions that interfered…

This study presents a rare opportunity to systematically examine the relationship between teachers' implementation of the America's Choice comprehensive school reform model and gains in student learning in an urban, at-risk school district. The results provide empirical evidence of relationships between student learning gains and variation in…

The article describes the main outcomes of the intervention programme "Positive behaviour, interactions and learning environment in school" (PALS). PALS is an adapted Norwegian version of the School-Wide Positive Behaviour Support model, developed in the United States with school-wide interventions aiming at the prevention of behaviour…

Treatment integrity is an underexposed issue in the phonological awareness intervention research. The current study assessed the integrity of treatment of the families (N = 32) participating in the experimental condition of a home-based pre-reading intervention study. The participating kindergartners were all genetically at risk for developing…

This document comprises an evaluation of the first-year implementation of the New York City Board of Education's three-year Dropout Prevention Program (DPP), implemented in 10 high schools and 29 middle schools; and the Attendance Improvement Dropout Prevention (AIDP) program, implemented in 3 high schools. Two intervention models were implemented…

This document is a report on the characteristics and demographics of early alert students at Santa Monica College (SMC) (California). Early alert students are those deemed by faculty to be at risk of continued success and progress at the community college. These students are identified and notified by mail regarding the services available to aid…

This document, the first part of a two-part evaluation of the third-year implementation of New York City's 3-year Dropout Prevention Initiative (DPI), is the final evaluation report of implementation of the DPI middle school component, called the Dropout Prevention Program (DPP), conducted in 29 schools. Case-management services and some…

Investigates three policy issues in two school districts: classification of students for various educational services; the impact of these practices on reading instruction; and implications of the classification-reading relationship for providing quality education for all students. Finds that broad discretion in program implementation adversely…

Examined ways in which families became involved in 21 classrooms in 9 state-funded rural Illinois prekindergarten programs for children identified as at-risk for later school failure. Found that wide variations existed in parent involvement and family-school partnership initiatives implemented across the nine programs. Findings pose implications…

A study traced the establishment and implementation of the Reading Recovery program on the North Coast of New South Wales (Australia) in 1991. Teachers at the 12 schools involved in the program, key personnel at the New South Wales Department of School Education and the Catholic Education Office, and the Reading Recovery Tutor were interviewed.…

This document comprises part 1 of a two-part evaluation of the third-year implementation of the New York City Board of Education's 3-year high school Dropout Prevention Initiative (DPI). It describes the DPI and presents the evaluation findings and recommendations. (Part 2 comprises reports on 8 special substudies of the program in year 3.) The…

Based on positive results from a previous evaluation of a summer learning intervention, the current report describes the specific elements of the successful program so it can be replicated, and investigates potential barriers to implementation and replication. The study estimated impacts of the program overall; the authors could not identify which…

A telephone interview survey was conducted to determine the reasons some Maine schools have chosen not to implement Reading Recovery, despite the program's statewide support and continued financial support toward training costs from the Maine Department of Education. Out of 72 selected schools, 47 participated, for a response rate of 65%. A…

Two studies found that the "First Step to Success" early-intervention program for at-risk kindergartners could be replicated successfully, that educators who participated in the First Step training sessions rated the quality of the training highly, and that about half of those trained actually went on to implement the program. (Author/CR)

Beginning in 1990, the United States and the Organisation for Economic Cooperation and Development (OECD) conducted an international, 14-nation study of programs for at-risk children. This report presents findings from the second year of the study, during which the Planning and Evaluation Service of the U.S. Department of Education reviewed the…