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Peer reviewed
Download full textGary Rempe; Michelle N. Saltis; David W. Matheson; Sydney Cople – Journal of Youth Development, 2023
The purpose of this study was to explore potential effects of a 12-week therapeutic mentoring program targeting social, emotional, and behavioral concerns in 52 children and adolescents between 11 and 17 years of age. Self-reported scores on a norm-referenced behavioral questionnaire were tracked across the span of a mentoring program, and then…
Descriptors: Norm Referenced Tests, Mentors, Therapy, Hierarchical Linear Modeling
Cook, Michael; Ross, Steven M. – Center for Research and Reform in Education, 2022
The purpose of this evaluation was to examine the impact of i-Ready Personalized Instruction that met Curriculum Associates' recommended usage levels on mathematics achievement, as measured by the Massachusetts Comprehensive Assessment System (MCAS) mathematics assessment. This study compared mathematics achievement growth of students who used…
Descriptors: Mathematics Achievement, Mathematics Instruction, Program Evaluation, Individualized Instruction
Cook, Michael; Ross, Steven M. – Center for Research and Reform in Education, 2022
The purpose of this evaluation was to examine the impact of i-Ready Personalized Instruction that met Curriculum Associates' recommended usage levels on ELA achievement, as measured by the Massachusetts Comprehensive Assessment System (MCAS) ELA assessment. This study compared the ELA achievement growth in the 2020-21 school year of students who…
Descriptors: English, Language Arts, Computer Assisted Instruction, Computer Assisted Testing
Direct linkBowne, Jocelyn Bonnes; Magnuson, Katherine A.; Schindler, Holly S.; Duncan, Greg J.; Yoshikawa, Hirokazu – Educational Evaluation and Policy Analysis, 2017
This study uses data from a comprehensive database of U.S. early childhood education program evaluations published between 1960 and 2007 to evaluate the relationship between class size, child-teacher ratio, and program effect sizes for cognitive, achievement, and socioemotional outcomes. Both class size and child-teacher ratio showed nonlinear…
Descriptors: Meta Analysis, Class Size, Early Childhood Education, Teacher Student Ratio
Schaper, Andrew; McIntosh, Kent; Hoselton, Robert – School Psychology Quarterly, 2016
The purpose of this study was to document within-year fidelity growth during installation and initial implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Participants included school teams from schools throughout the United States that were in years 1 to 4 of SWPBIS implementation and routinely evaluated their…
Descriptors: Positive Behavior Supports, Program Implementation, Fidelity, Program Evaluation
Schaper, Andrew; McIntosh, Kent; Hoselton, Robert – Grantee Submission, 2016
The purpose of this study was to document within-year fidelity growth during installation and initial implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Participants included school teams from schools throughout the United States that were in years one to four of SWPBIS implementation and routinely evaluated…
Descriptors: Fidelity, Program Implementation, Positive Behavior Supports, Check Lists
Lawrence, Joshua F.; Francis, David; Paré-Blagoev, Juliana; Snow, Catherine E. – Journal of Research on Educational Effectiveness, 2017
We investigate the impact of a relatively brief cross-curricular intervention, Word Generation, on middle school students' development of taught academic vocabulary. Students (n = 8382) in forty-four middle schools in three urban districts were randomly assigned to treatment or control conditions. Treatment teachers implemented the program with…
Descriptors: Intervention, Academic Discourse, Control Groups, Experimental Groups
Schochet, Peter Z. – National Center for Education Evaluation and Regional Assistance, 2017
Design-based methods have recently been developed as a way to analyze data from impact evaluations of interventions, programs, and policies. The impact estimators are derived using the building blocks of experimental designs with minimal assumptions, and have good statistical properties. The methods apply to randomized controlled trials (RCTs) and…
Descriptors: Design, Randomized Controlled Trials, Quasiexperimental Design, Research Methodology
Kautz, Tim; Schochet, Peter Z.; Tilley, Charles – National Center for Education Evaluation and Regional Assistance, 2017
A new design-based theory has recently been developed to estimate impacts for randomized controlled trials (RCTs) and basic quasi-experimental designs (QEDs) for a wide range of designs used in social policy research (Imbens & Rubin, 2015; Schochet, 2016). These methods use the potential outcomes framework and known features of study designs…
Descriptors: Design, Randomized Controlled Trials, Quasiexperimental Design, Research Methodology
Schochet, Peter Z. – National Center for Education Evaluation and Regional Assistance, 2017
Design-based methods have recently been developed as a way to analyze data from impact evaluations of interventions, programs, and policies (Imbens and Rubin, 2015; Schochet, 2015, 2016). The estimators are derived using the building blocks of experimental designs with minimal assumptions, and are unbiased and normally distributed in large samples…
Descriptors: Design, Randomized Controlled Trials, Quasiexperimental Design, Research Methodology
Vaughan, Angela L.; Lalonde, Trent L.; Jenkins-Guarnieri, Michael A. – Research in Higher Education, 2014
Many researchers assessing the efficacy of educational programs face challenges due to issues with non-randomization and the likelihood of dependence between nested subjects. The purpose of the study was to demonstrate a rigorous research methodology using a hierarchical propensity score matching method that can be utilized in contexts where…
Descriptors: Higher Education, Academic Achievement, Educational Assessment, Hierarchical Linear Modeling
Uretsky, Mathew C.; Lee, Bethany R.; Greeno, Elizabeth J.; Barth, Richard P. – Research on Social Work Practice, 2017
Objective: The purpose of this study is to examine the correlates of child behavior change over time in a replication of the KEEP intervention. Method: The study sample was drawn from the treatment group of the Maryland replication of KEEP (n=65). Change over time was analyzed using multilevel linear mixed modeling. Results: Parents' use of…
Descriptors: Behavior Problems, Child Behavior, Foster Care, Parent Education
Wolf, Sharon – Society for Research on Educational Effectiveness, 2016
There is growing concern that teachers in low-income countries are increasingly demotivated, which may partially explain deteriorating teaching performance and student learning outcomes, high rates of turnover and absenteeism, and misconduct. At the same time, remarkably little systematic research has examined the living and working conditions for…
Descriptors: Low Income, Well Being, Foreign Countries, Teacher Motivation
May, Henry; Sirinides, Philip; Gray, Abby; Davila, Heather Goldsworthy; Sam, Cecile; Blalock, Toscha; Blackman, Horatio; Anderson-Clark, Helen; Schiera, Andrew J. – Society for Research on Educational Effectiveness, 2015
As part of the 2010 economic stimulus, a $55 million "Investing in Innovation" (i3) grant from the US Department of Education was awarded to scale up Reading Recovery across the nation. This paper presents the final round of results from the large-scale, mixed methods randomized evaluation of the implementation and impacts of Reading…
Descriptors: Reading Programs, Program Evaluation, Reading Achievement, Mixed Methods Research
Hill, Julie C.; Lynne-Landsman, Sarah D.; Graber, Julia A.; Johnson, Kelly J. – Health Education Journal, 2016
Objective: Young people in urban areas are often the focus of pregnancy and sexually transmitted infection (STI) prevention programmes because of their high risk of unwanted pregnancy and contracting an STI. Young people in rural areas are far less studied but also have a high risk of similar outcomes. This study evaluates Giving Our Girls…
Descriptors: Females, Middle School Students, At Risk Students, Pregnancy
