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Courtney McClendon – ProQuest LLC, 2024
School districts choose programs based on limited data, word of mouth, or cost-effectiveness. STEM-based schools often choose project-based learning (PBL) programs to deliver curricula through limited research and word of mouth effectiveness. This study evaluated one PBL program implementation in the context of a suburban Texas middle school by…
Descriptors: Active Learning, Student Projects, Program Evaluation, STEM Education
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Vilaplana Prieto, Cristina – Research-publishing.net, 2016
In 2009, some Spanish regions implemented the Program School 2.0 with the purpose of introducing digital methodologies at schools. The aim of this paper is to analyse which part of the variation in reading scores is due to this program. For this purpose, we use data from the Program for International Student Assessment (PISA 2009 and 2012) for…
Descriptors: Foreign Countries, Reading Achievement, Program Evaluation, International Assessment
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Corlu, M. Sencer – International Review of Education, 2014
There are two mainstream curricula for international school students at the junior high level: the International Baccalaureate (IB) Middle Years Programme (MYP) and the Cambridge International General Certificate of Secondary Education (IGCSE). The former was developed in the mid-1990s and is currently being relaunched in a 21st-century approach.…
Descriptors: Advanced Placement Programs, Junior High School Students, International Schools, Educational Change
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Baird, Matthew D.; Pane, John F. – Educational Researcher, 2019
Evaluators report effects of education initiatives as standardized effect sizes, a scale that has merits but obscures interpretation of the effects' practical importance. Consequently, educators and policymakers seek more readily interpretable translations of evaluation results. One popular metric is the number of years of learning necessary to…
Descriptors: Outcomes of Education, Program Evaluation, Educational Policy, Evaluators
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Baird, Thomas J.; Clark, Linda E. – Professional Development in Education, 2018
Professional development is an important part of creating a culture of continuous school improvement to maximize student learning. Rarely do we measure the impact of professional development on teacher learning, implementation and student outcomes. This study describes a professional development strategy for elementary teachers to promote…
Descriptors: Faculty Development, Models, Curriculum Implementation, Educational Strategies
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Cao, Thuy Hong; Jung, Jae Yup; Lee, Jihyun – Journal of Advanced Academics, 2017
Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in…
Descriptors: Program Evaluation, Foreign Countries, Evaluation Methods, Talent
Borman, Trisha H.; Bos, Johannes M.; O'Brien, Brenna C.; Park, So Jung; Liu, Feng – American Institutes for Research, 2018
The Building Assets, Reducing Risks (BARR) model is a comprehensive, strength-based approach to education that aims to improve achievement for all students by improving a school's effectiveness at building relationships, leveraging real-time student data, and capitalizing on the strengths of each student. The U.S. Department of Education's…
Descriptors: Models, Program Effectiveness, High Schools, Program Evaluation
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Kennedy, Mary M. – Educational Researcher, 1978
Nearly 20 educational models were studied in an effort to determine varying patterns of effects of educational programs in different settings. Children's academic achievement was measured from kindergarten through third grade in each model program. The study's design, methodology, and findings are reported in this article. (GC)
Descriptors: Achievement Gains, Achievement Tests, Comparative Analysis, Compensatory Education
Katims, Michael; Jones, Beau Fly – 1981
The Chicago Public Schools have been developing and implementing a citywide instructional program of continuous progress/mastery learning in reading. It includes the delineation of a K-8 continuum of instructional objectives; a criterion-referenced testing program which serves as the basis for instruction, promotion, and administrative monitoring;…
Descriptors: Achievement Tests, Criterion Referenced Tests, Data Analysis, Elementary Education
DeVito, Pasquale J.; Long, John V. – 1977
The impact of achievement testing on a Spring-Spring vs. a Fall-Spring basis in evaluation of compensatory education programs is examined. The effects of the summer vacation period and crossing test levels were examined. Significant decreases in achievement test scores were found, at all grade levels, between Spring and Fall test administrations.…
Descriptors: Achievement Gains, Achievement Tests, Compensatory Education, Disadvantaged Youth
Anderson, Richard B. – 1977
This paper presents the results of a five year effort to evaluate the results of tests and questionnaires administered to Follow Through (FT) and non-Follow Through (NFT) children and their parents and teachers. The test battery studied included the Metropolitan Achievement Test (MAT), the Raven's Progressive Matrices instrument, the Cooperville…
Descriptors: Achievement Gains, Achievement Tests, Compensatory Education, Elementary Education
Guedry-Hymel, Linda; Hymel, Glenn M. – 1984
This paper develops a conceptual model involving curricular, instructional/guidance, and assessment perspectives on the promotion of study skills and test-taking techniques among secondary school students. From the curricular standpoint, consideration is given to a recommended range of topical coverage and a diversified array of printed/mediated…
Descriptors: Achievement Tests, Evaluation, Integrated Curriculum, Intentional Learning
Jaeger, Richard M. – 1978
An alternative is proposed to the legally required uniform procedures and criteria for reporting the results of Elementary Secondary Education Act Title I projects. It is suggested that Congress is unlikely to respond to nationwide impact data on the effectiveness of Title I even when such data are available. It is further proposed that the RMC…
Descriptors: Achievement Gains, Achievement Tests, Comparative Testing, Equated Scores
TUCKMAN, BRUCE W. – 1967
A PROGRESS REPORT ON THE DEVELOPMENT OF A "CURRICULUM HIERARCHY FOR THE EVALUATION OF COURSE KNOWLEDGE," THE "CHECK" TECHNIQUE, IS PRESENTED. THE TECHNIQUE IS BASED UPON A MODEL WHICH INITIALLY NECESSITATES TRANSLATING THE LEARNING PROCESSES AND OBJECTIVES INTO EASILY IDENTIFIABLE BEHAVIORAL RESPONSES. THE PROCESS OF…
Descriptors: Achievement Tests, Behavioral Objectives, Course Objectives, Curriculum Evaluation
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Jaeger, Richard M. – Educational Evaluation and Policy Analysis, 1979
A liberal interpretation of Section 151 of Public Law 93-380, to implement effective local evaluation of Title I programs, is supported. Weaknesses are cited: (1) nationwide impact data, (2) unsound aggregation of Title I achievement gains, and (3) lack of consideration of alternative evaluation methods. (MH)
Descriptors: Achievement Tests, Compensatory Education, Elementary Education, Evaluation Methods
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