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Direct linkVaden-Kiernan, Michael; Borman, Geoffrey; Caverly, Sarah; Bell, Nance; Sullivan, Kate; Ruiz de Castilla, Veronica; Fleming, Grace; Rodriguez, Debra; Henry, Chad; Long, Tracy; Hughes Jones, Debra – Journal of Research on Educational Effectiveness, 2018
This multiyear scale-up effectiveness study of Open Court Reading (OCR) involved approximately 4,500 students and more than 1,000 teachers per year in Grades K-5 from 49 elementary schools in seven districts across the country. Using a school-level cluster randomized trial design, we assessed the implementation and effectiveness of Open Court…
Descriptors: Elementary School Students, Elementary School Teachers, Reading Programs, Randomized Controlled Trials
Bitler, Marianne; Domina, Thurston; Penner, Emily; Hoynes, Hilary – Journal of Research on Educational Effectiveness, 2015
We use quantile treatment effects estimation to examine the consequences of the random-assignment New York City School Choice Scholarship Program across the distribution of student achievement. Our analyses suggest that the program had negligible and statistically insignificant effects across the skill distribution. In addition to contributing to…
Descriptors: Educational Assessment, School Choice, Educational Vouchers, Case Studies
James-Burdumy, Susanne; Deke, John; Gersten, Russell; Lugo-Gil, Julieta; Newman-Gonchar, Rebecca; Dimino, Joseph; Haymond, Kelly; Liu, Albert Yung-Hsu – Journal of Research on Educational Effectiveness, 2012
This article presents evidence from a large-scale randomized controlled trial of the effects of four supplemental reading comprehension curricula (Project CRISS, ReadAbout, Read for Real, and Reading for Knowledge) on students' understanding of informational text. Across 2 school years, the study included 10 school districts, more than 200…
Descriptors: Evidence, Program Effectiveness, Control Groups, Reading Comprehension
