Background: The unprecedented access to information in the 21st century entails a deep understanding of information and communication technology (ICT)-related factors in education and their impacts on learning and teaching. The role of attitudes towards ICT is a proven factor in student achievement. However, there is no consensus about the…

This study used a propensity score approach to estimate treatment effects in a multilevel setting. The propensity score approach involves the estimation of propensity scores for covariate balancing and the estimation of treatment effects. This study aimed at understanding how propensity scores estimated through a simple logistic regression compare…

To plan cluster-randomized trials with sufficient statistical power to detect intervention effects on student achievement, researchers need multilevel design parameters, including measures of between-classroom and between-school differences and the amounts of variance explained by covariates at the student, classroom, and school level. Previous…

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…

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…

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)…

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…

Can perceptions of equal treatment buffer the negative effects of threat on the school success of minority students? Focusing on minority adolescents from Turkish and Moroccan heritage in Belgium (M[subscript age] = 14.5; N = 735 in 47 ethnically diverse schools), multilevel mediated moderation analyses showed: (a) perceived discrimination at…

We examine the intrinsic value students placed on schoolwork (i.e. academic intrinsic value) and social relationships (i.e. social intrinsic value). We then look at how these values predict middle and high school achievement. To do this, we came up with four profiles based on cluster analyses of 6,562 South Korean middle school students. The four…

This article presents the results of a study examining the highest implementers of the Schools to Watch (STW): School Transformation Network Project, and the impact the project had on their teaching/learning practices and outcomes. The project was funded by the U.S. Department of Education's Investing in Innovation (i3) grant program and was…

This paper provides the first population-based evidence on how much standardized test scores vary among public school districts within each state and how segregation explains that variation. Using estimates based on roughly 300 million test score records in math and English Language Arts (ELA) for Grades 3 through 8 from every U.S. public school…

We use data from a large-scale, school-level randomized experiment conducted in 2010-2011 in public schools in Indiana. Our sample includes more than 30,000 students in 70 schools. We examine the impact of two interim assessment programs (i.e., mCLASS in Grades K-2 and Acuity in Grades 3--8) on mathematics and reading achievement. Two-level models…

Decades of research evidence have consistently suggested teachers are the most important in-school factor related to student learning and achievement. Being taught by an effective teacher has important consequences for students' academic outcomes as well as longer-term impacts on postsecondary success and lifetime earnings. Yet how to measure…

Background: The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes. Aims: This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and…

Objectives: We examined the longitudinal relationship between cardiovascular fitness (CRF) and academic performance (AP) among students in a diverse public school district. Furthermore, we determined whether the relationship between CRF and AP varied by student sociodemographic characteristics. Methods: This study used data from 2005-2006 to…