Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Causal Models | 3 |
| Comparative Analysis | 3 |
| Grade 3 | 3 |
| Grade 4 | 3 |
| Grade 5 | 3 |
| Program Effectiveness | 2 |
| Academic Achievement | 1 |
| Academically Gifted | 1 |
| Achievement Gains | 1 |
| Best Practices | 1 |
| Bilingual Education | 1 |
| More ▼ | |
Publication Type
| Dissertations/Theses -… | 2 |
| Journal Articles | 1 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 3 |
| Grade 3 | 3 |
| Grade 4 | 3 |
| Grade 5 | 3 |
| Early Childhood Education | 1 |
| Intermediate Grades | 1 |
| Middle Schools | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
| Elementary and Secondary… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkAdelia U. Kim – ProQuest LLC, 2022
This quantitative causal-comparative study investigated the growth performance scores of English learners in grades three through five in reading, mathematics, and science in four English language educational programs: English as Second Language (ESL), Transitional Bilingual Education (TBE), Dual-Language Immersion (DLI), and No Services. I used…
Descriptors: Program Effectiveness, English Language Learners, Performance, Comparative Analysis
Peer reviewedAdelson, Jill L.; McCoach, D. Betsy; Gavin, M. Katherine – Gifted Child Quarterly, 2012
This study examined the average effects of schools' third through fifth grade gifted programming policy in mathematics and reading on overall school achievement, on gifted students' achievement and academic attitudes and on nongifted students' achievement and academic attitudes. Data and results represent a broad, national look at school…
Descriptors: Academically Gifted, Academic Achievement, Programming, Grade 5
Williams, Connie Jean – ProQuest LLC, 2009
The purpose of this study was to investigate the relationship between school-based organizational structures that support teachers' development of Personalized Education Plans (PEPs) and their quality as written for third through fifth grade students in each of two Title I schools. A causal comparative design was implemented. Teachers' responses…
Descriptors: Individualized Instruction, Individualized Education Programs, Educational Quality, Teacher Attitudes
