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Download full textForrow, Lauren; Starling, Jennifer; Gill, Brian – Regional Educational Laboratory Mid-Atlantic, 2023
The Every Student Succeeds Act requires states to identify schools with low-performing student subgroups for Targeted Support and Improvement or Additional Targeted Support and Improvement. Random differences between students' true abilities and their test scores, also called measurement error, reduce the statistical reliability of the performance…
Descriptors: At Risk Students, Low Achievement, Error of Measurement, Measurement Techniques
Regional Educational Laboratory Mid-Atlantic, 2023
This Snapshot highlights key findings from a study that used Bayesian stabilization to improve the reliability (long-term stability) of subgroup proficiency measures that the Pennsylvania Department of Education (PDE) uses to identify schools for Targeted Support and Improvement (TSI) or Additional Targeted Support and Improvement (ATSI). The…
Descriptors: At Risk Students, Low Achievement, Error of Measurement, Measurement Techniques
Regional Educational Laboratory Mid-Atlantic, 2023
The "Stabilizing Subgroup Proficiency Results to Improve the Identification of Low-Performing Schools" study used Bayesian stabilization to improve the reliability (long-term stability) of subgroup proficiency measures that the Pennsylvania Department of Education (PDE) uses to identify schools for Targeted Support and Improvement (TSI)…
Descriptors: At Risk Students, Low Achievement, Error of Measurement, Measurement Techniques
Direct linkDoabler, Christian T.; Clarke, Ben; Kosty, Derek B.; Baker, Scott K.; Smolkowski, Keith; Fien, Hank – Grantee Submission, 2016
There is a dearth of research on Tier 1 instruction designed to improve the mathematics achievement of English learners. This study examined the impact of a core kindergarten mathematics curriculum on the mathematics achievement of Spanish-speaking English learners (SS-ELs). Secondary aims tested for differential response to the curriculum among…
Descriptors: Kindergarten, Core Curriculum, Mathematics Curriculum, Mathematics Achievement
Christian T. Doabler; Ben Clarke; Derek B. Kosty; Scott K. Baker; Keith Smolkowski; Hank Fien – School Psychology Review, 2016
There is a dearth of research on Tier 1 instruction designed to improve the mathematics achievement of English learners. This study examined the impact of a core kindergarten mathematics curriculum on the mathematics achievement of Spanish-speaking English learners (SS-ELs). Secondary aims tested for differential response to the curriculum among…
Descriptors: Kindergarten, Core Curriculum, Mathematics Curriculum, Mathematics Achievement
Ruiz de Castilla, Verónica – Regional Educational Laboratory Southwest, 2018
Aware of the challenges set before the Houston Independent school District by rapid growth in the numbers of English learner students, and a critical shortage of teachers with bilingual certification for more than a decade, members of Regional Educational Laboratory Southwest's English Learners Research Alliance sought information that districts…
Descriptors: Teacher Certification, Academic Achievement, English (Second Language), Language Proficiency
Cho, Seokhee; Yang, Jenny; Mandracchia, Marcella – Journal of Advanced Academics, 2015
The purpose of this study was to examine the effects of Mentoring Mathematical Minds (M3) units on gains in mathematics achievement and English proficiency of mathematically promising English language learners (MPELLs) in the third grade. The M3 program, developed by Gavin et al., was implemented for 1 year with treatment MPELLs (n = 86) but not…
Descriptors: Mathematics Achievement, English Language Learners, Language Proficiency, Grade 3
Valentino, Rachel A.; Reardon, Sean F. – Grantee Submission, 2015
This paper investigates the differences in academic achievement trajectories from elementary through middle school among English Learner students in four different instructional programs: English Immersion, Transitional Bilingual, Developmental Bilingual, and Dual Immersion programs. Comparing students with the same parental preferences but who…
Descriptors: Elementary School Students, Middle School Students, Academic Achievement, English Language Learners
Moon, John L. – ProQuest LLC, 2013
The purpose of this study was to investigate the relationship between student mathematics performance of 4th, 8th, and 11th grade students in Nebraska and the mode of test administration, online and paper-pencil. Schools were allowed to select the mode of test administration for their school with some exceptions for students needing…
Descriptors: Mathematics Achievement, Grade 4, Grade 8, Grade 11
Kim, Seong Hee – ProQuest LLC, 2012
The primary purpose of this study is to examine the effect of knowledge for teaching mathematics and teaching practice on student mathematics achievement growth. Thirty two teachers and 299 fourth grade students in three elementary schools from one school district in urban area participated in the study. Most of them are Hispanic in origin and…
Descriptors: Elementary School Students, Elementary School Mathematics, Grade 4, Urban Schools
Jeon, Sue Bin – ProQuest LLC, 2010
Previous comparisons of the gaps in educational achievement between various minority groups (non-White, non-English-speaking, low income) and their counterparts (White, English-speaking, middle income) have tended to disregard the immigrant status of the minority students. In this study, I investigated these gaps within and between immigrant…
Descriptors: Achievement Gap, White Students, Minority Group Students, English Language Learners
