This review critiques the highly-praised and influential 2001 study, "Getting Tough? The Impact of High School Graduation Exams," which concluded that "minimum competency," or high school "graduation exams," had no effect on student achievement. The review compares the test classifications of "Getting…

This study assesses the long-term linguistic and academic outcomes associated with different bilingual language education models for low-income dual language learners (DLLs) residing in a bilingual, bicultural context. As part of the Miami School Readiness Project (MSRP), we analyzed the impact of program model on gains in English language…

Effect sizes are commonly reported for the results of educational interventions. However, researchers struggle with interpreting their magnitude in a way that transcends generic guidelines. Effect sizes can be interpreted in a meaningful context by benchmarking them against typical growth for students in the normative distribution. Such benchmarks…

Effect sizes are commonly reported for the results of educational interventions. However, researchers struggle with interpreting their magnitude in a way that transcends generic guidelines. Effect sizes can be interpreted in a meaningful context by benchmarking them against typical growth for students in the normative distribution. Such benchmarks…

Metropolitan Achievement Tests were administered to students in grades 1, 3, and 5 in the spring and again in the fall to see if their academic skills deteriorated over summer vacation. Results suggest that the assumption of generalized academic losses over the summer is unwarranted. Reasons are discussed. (Author/MT)

This paper presents statistical information on the degree of consistency shown by second- and third-grade teachers in producing student gains in the Metropolitan Achievement Test (MAT) scores. Data are presented separately for each grade and for 15 Title 1 versus 35 non-Title 1 schools. Included are correlations within each school year showing…

RESEARCH FINDINGS ON ABILITY GROUPING ARE INCONCLUSIVE BECAUSE NEITHER HETEROGENEITY NOR HOMOGENEITY HAS BEEN DEFINED WITH SUFFICIENT CLARITY. THE TENDENCY IN THESE STUDIES HAS BEEN TO STRESS THE PERFORMANCE OF THE PUPILS IN SUCH CLASSES RATHER THAN THE PERFORMANCE OF THE CLASS AS A WHOLE. IN A STUDY OF 181 CLASSES (4,705 PUPILS) HOMOGENEITY WAS…

Achievement in reading and mathematics of students at elementary schools participating in the Columbus (Ohio) 1989 School Improvement Program (SIP) has improved for the seventh year in a row, but achievement of low income students remains below that of other students. The goal of SIP, an effective schools project, is to improve the academic…

Objectives of this study were (1) to determine the effect of preschool experience on the personal and social adjustment and school readiness and achievement of the deprived child, (2) to determine what combination of age at intervention and treatment intensity was most effective, and (3) to assess the effects of parent involvement on the child's…

Several high inference ratings were made on a sample of 31 second- and third-grade teachers selected for study because of their consistency in producing student gains on the Metropolitan Achievement Test over three successive years. Data consist of scales, checklists, and percent estimates filled out by coders after or during classroom…

THE EARLY TRAINING PROJECT IS A FIELD RESEARCH STUDY WHICH IS CONCERNED WITH THE PROBLEM OF THE PROGRESSIVE RETARDATION OF THE CULTURALLY DEPRIVED IN THE PUBLIC SCHOOLS. THE CHILDREN INVOLVED IN THE STUDY WERE ALL NEGRO. FROM A GROUP OF 61 CULTURALLY DEPRIVED NEGRO PRESCHOOL CHILDREN, 3 GROUPS WERE CONSTITUTED BY RANDOMIZATION. THE FIRST OF THESE…

This study was part of the evaluation of Project INSTRUCT, a Title III ESEA reading project. Project schools rated high on implementation were paired with similar control schools. Samples of 165 second-grade students were randomly selected from project and control schools. Covariance procedures were used to compare word knowledge, reading, and…

This is an evaluation report for Title I compensatory education programs conducted in Seattle, Washington, in 1976-1977. Demographic and achievement data were collected for 5325 students participating in reading and mathematics programs. The Title I student body was characterized by a high proportion of blacks and many students from poor and…

This report describes the implementation of the Language Education Acceleration Program (LEAP) of Medford, Massachusetts. The program is evaluated. The administration of the program is discussed. Pre and post test results are given and analyzed for the Metropolitan Achievement Test, Stanford Early School Achievement Test, phonics, structural…

This paper reports an experimental evaluation of the effect of increased parental participation on the education of youngsters in a depressed area. There were four subject groups of children: 263 first graders in attendance during the 1966-67 school year, prior to the parent involvement program; 261 first graders attending during the experimental…