The author believes that a unified theory might provide ideas helpful for improving research; professional training and practice; and therefore, student achievement. Little attention was paid to how several variables might work together and there is little discussion regarding how they might work together. The author stresses that there are…

This response to Slavin's article (2008) explores the issues of transparency, representation, and warranting of claims in Slavin's descriptions of the work of others and his suggestions for program evaluation syntheses. Through contrastive analyses between Slavin's representations of the program evaluation synthesis efforts of five organizations…

We highlight major themes emerging from the articles in this special issue. These themes include (a) the importance of theoretical frameworks and clearly defined constructs for guiding the development of interventions, (b) a consideration of intervention effects on ethnic minority children, (c) the importance of positive social interactions and…

The author argues that he properly used the National Longitudinal Survey sample in his analysis which concluded that private schooling is not superior to public schooling with regard to student's academic achievement, a conclusion contrary to that reached by Coleman and Hoffer in their analysis of the same sample. (RM)

The authors argue that, even if the two groups of students that they studied--transfers and natives--were not perfectly equivalent, their finding that the lower academic achievement of the transfer students can be attributed to their community college experience still holds. They present evidence on behalf of their conclusion. (RM)

Glass and Smith's (EJ 207 324) conclusion supporting small class size may be true, but it is not supported by their evidence. Their analysis does not recognize intervening factors and varying class sizes. (CP)

A study which compared two groups of college students--transfers and natives--and attributed the lower academic achievement of the transfer students to their community college experience is critiqued. The study results are not valid because the groups compared are not equivalent. An alternative approach for studying transfer students is suggested.…

In exploring factors inhibiting formal evaluation at the school district level, and limiting the utility of conventional achievement monitoring, this paper begins with a review of the actual origin of the Elementary Secondary Education Act's (ESEA) evaluation requirements, and the attempts to implement national evaluation of ESEA Title I programs.…

In redesigning the data program of the National Center for Education Statistics (NCES), there is a need for standard definitions, constant vigilance against redundancy and excessive data collection, audits and verification on local school data and continued attention to equity results as well as excellence and achievement. Major test scores, such…

Literature relating to evaluation processes in schools and classrooms is reviewed to develop a conceptual framework for integrating research on such evaluation processes. This report was prepared by the Middle School program. Commentary and research on elements of the evaluation process are examined in this framework, and the ways in which formal…

Literature on computer-based instruction shows student performance improves with this method, although students spend less time studying. It is recommended that future research be designed to better detect the influence of computer-based instruction and that greater attention be given to methodological issues like test construction and research…

The shortcomings of the three main approaches to measuring teacher effectiveness (systematic observation, participant observation, and questionnaires) are discussed and problems of research design and analysis considered. The development of better measures of educational benefits to complement the emphasis on test scores is suggested. (Author/SK)

Recent research examines school effectiveness and the way variations in school characteristics and structures affect achievement. Such research is limited because it is atheoretical and the findings are not uniform. Future research must study a wider range of student performance and identify how classroom and school processes combine to create an…

Four evaluation studies concerning the relationship between parent behaviors/attitudes and child achievement are presented. In each study, parental data were obtained either by direct observation or lengthy face-to-face interviews. In all four studies, significant relationships were found between parental measures and child achievement. (Author/LC)

Discussed are the assumptions which underpin research studies of the effects of pupil, school, and local education authority characteristics on student achievement in Great Britain. The purpose is to clarify the necessary limitations on knowledge imposed by various research methods and to suggest how these might be improved. (RM)