This paper examines the scalability of the results from the Tennessee Student-Teacher Achievement Ratio (STAR) Project, a prominent educational experiment. We explore how the misalignment between the experimental design and the econometric model affects researchers' ability to learn about the intervention's scalability. We document heterogeneity…

Regression discontinuity (RD) designs have gained significant popularity as a quasi-experimental device for evaluating education programs and policies. In this paper, we present a comprehensive review of RD designs, focusing on the continuity-based framework, the most widely adopted RD framework. We first review the fundamental aspects of RD…

Due to repeated observations of an outcome behavior in N-of-1 or single-case design (SCD) intervention studies, the occurrence of missing scores is inevitable in such studies. Approximately 21% of SCD articles published in five reputable journals between 2015 and 2019 exhibited evidence of missing scores. Missing rates varied by designs, with the…

Natural scientists are relaxed about the multiple forms experiment takes in their various fields. Yet in education we have for many years constrained our notion of experiment. This methodological circumscription has been self-imposed on the grounds that experiment of a particular, well-defined form offers the clearest evidence of a link between…

The ongoing literacy crisis in the U.S. highlights an urgent need for effective, scalable literacy instruction. REED Charitable Foundation (RCF) is a non-profit organization that provides structured literacy training informed by Orton-Gillingham, along with ongoing professional coaching and comprehensive implementation support to help all students…

Serious games are considered an effective method to engage students in programming education and have been increasingly used in classrooms. An important part of the learning process with serious games involves the presentation of the new concepts and the provided support to encounter student difficulties. Although the most common approach is the…

This report demonstrates the impact of a two-way multilingual family engagement communication platform, TalkingPoints, on student outcomes at a large, urban, K-12 school district. The study used a difference-in-differences model to examine how the introduction of TalkingPoints influenced attendance, behavior, course proficiency, and state…

The purpose of this study is to critically evaluate value-added accountability measures currently enacted in the United States at the federal and state levels to assess teacher preparation programme (TPP) effectiveness. We draw on Newton and Shaw's framework for the evaluation of testing policy to evaluate the technical quality and social…

Responding to an Illinois law that took effect in 2010, the Performance Evaluation Reform Act (PERA), Chicago Public Schools (CPS) created and implemented the REACH (Recognizing Educators Advancing Chicago's Students) educator evaluation and support system. REACH was piloted in 2012-13. It is still being implemented as of the 2019-20 school year…

MathForward™, developed in 2004-2005 in cooperation with the Richardson (TX) Independent School District, was implemented nationwide in 2007. The program integrates TI technology and professional development while focusing on student achievement and teacher efficacy. This study investigated the effect of the MathForward™ program on student…

In the current research, we introduce the team CARE model for supporting team development during post-secondary education. Team CARE is part of a larger suite of assessments at itpmetrics.com. Team CARE is a free, online, survey-based assessment that allows team members to rate their team's health and functioning in four key categories…

This study integrated the Spiral Curriculum approach into the Robust Learning Model as part of a continuous improvement process that was designed to improve educational effectiveness and then assessed the differences between the initial and integrated models as well as the predictability of the first course in the integrated learning model on a…

In the last two decades Dutch primary school students scored below expectation in international mathematics tests. An explanation for this may be that teachers fail to adequately assess their students' understanding of learning goals and provide timely feedback. To improve the teachers' formative assessment practice, researchers, curriculum…

This study investigates school effects on primary school students' language and mathematics achievement trajectories in Chile, a context of particular interest given its large between-school variability in educational outcomes. The sample features an accelerated longitudinal design (3 time points, 4 cohorts) together spanning Grades 3 to 8…

Concepts from the Response-to-Intervention (RTI) Model were used to promote a successful course outcome for students at risk for making low grades in an entry-level college course. The first exam served as a universal screener to identify students who could potentially benefit from RTI assistance. The researchers developed a tiered coaching…