Noncompliance to treatment assignment is widespread in randomized trials and presents challenges in causal inference. In the presence of noncompliance, the most commonly estimated effect of treatment assignment, also known as the intent-to-treat (ITT) effect, is biased. Of interest in this setting is the complier average causal effect (CACE), the…

Many schools and districts have considerable discretion when hiring teachers, yet little is known about how that discretion should be used. Using data from a new teacher screening system in the Los Angeles Unified School District (LAUSD), we find that performance during screening, and especially performance on specific screening assessments, is…

The Dual Failure Model suggests that peer victimization (social failure) and academic difficulties (academic failure) mediate the association between externalizing and later internalizing problems. The present study sought to better understand why children with externalizing problems develop later internalizing problems by testing the Dual Failure…

This chapter will provide potential models for analyzing learning data through a discussion of screening data and then analyzing that data using appropriate statistical techniques.

Despite evidence that many schools and districts have considerable discretion when hiring teachers and the existence of an extensive literature on teacher quality, little is known about how best to hire teachers. This is, in part, because predicting teacher quality using readily-observable teacher characteristics has proven difficult and there is…

This guide offers information that can help parents raise drug-free children. Parents may read it from front to back like a book, or pick a topic from the Table of Contents and go directly to that page. This guide includes: (1) An overview of substance use among young people, with a special focus on how it affects academic performance; (2)…

The current study examined the over-time association between externalizing behaviour problems and academic performance during school transition in a cross-lagged design. The main focus was to reveal whether the externalizing behaviour composite and its components separately, including symptoms of CD and ADHD, differ in their relationship with…

The purpose of this investigation was to evaluate the models for interpretation and use that serve as the foundation of an interpretation/use argument for the Social and Academic Behavior Risk Screener (SABRS). The SABRS was completed by 34 teachers with regard to 488 students in a Midwestern high school during the winter portion of the academic…

In this longitudinal study, we investigated the role of word reading and mathematical difficulties measured in 9th grade as factors for receiving educational support for learning in upper secondary education in Grades 10 to 12 (from ages 16 to 19) and furthermore as predictors of dropout from upper secondary education within 5 years after…

In the previous article in this series, the authors provided a rationale for integrating academic and behavior response to intervention (RTI) systems. Their rationale included: (1) research showing that challenges in academic and social behavior are linked; (2) a description of the common features that both RTI systems share; and (3) the…

Addressing the literacy needs of secondary school students involves efforts to raise the achievement levels of all students and to address specifically the needs of struggling readers. One approach to this problem is to consider the application of a Response to Intervention (RTI) model with older students. We describe an approach to enhanced…

This paper presents a screening tool for well-described responsiveness-to-intervention models and comparison models.

This authoritative volume provides state-of-the-art practices for supporting the approximately 20% of today's K-12 students who have emotional and behavioral disorders (EBD) that hinder school success. Leading experts present evidence-based approaches to screening, progress monitoring, intervention, and instruction within a multi-tiered framework.…

Three-tiered models have been embraced by many schools to prevent and respond to antisocial behavior. However, many of these three-tiered models are incomplete or underdeveloped. Specifically, little attention has been devoted to studying how to (a) systematically identify students who require more focused secondary interventions and (b) build…

Behavioral difficulties of school-aged students are typically dealt with in a reactive, rather than preventative manner. This article examines a proactive approach, consistent with the Response-to-Intervention model, using a screening measure designed to identify students at risk for behavior difficulties and targeting these students for early…