This the executive summary of the 2013-2014 study which provided the baseline year for the longitudinal study. The study included observations of teaching practices in a random sample of 199 Georgia's Pre-K classrooms and assessments of the language, literacy, math, general knowledge, and behavior skills of a sample of 1,169 children attending…

The purpose of the 2013-2014 Georgia's Pre-K Program Evaluation was to examine the learning outcomes for children and the quality of their classrooms during Pre-K, as the baseline year of the Pre-K through third-grade longitudinal study. The primary evaluation questions addressed included: (1) What are the learning outcomes for children attending…

This study investigates how the impact of developmental education is moderated by classroom composition. Drawing on a regression discontinuity design, we used data from 3,429 community college students, nested within 223 classrooms, to explore the extent to which classroom and instructor characteristics moderated the effect of developmental…

This study describes the characteristics and experiences of beginning public school teachers in the Northeast and Islands Region states and compares them with the characteristics and experiences of beginning teachers nationally using data from the 2007/08 Schools and Staffing Survey. This study uses data from the 2007/08 Schools and Staffing…

This summary describes a study that examines characteristics and experiences of beginning public school teachers in the Northeast and Islands Region states and compares them with the characteristics and experiences of beginning teachers nationally using data from the 2007/08 Schools and Staffing Survey. This study uses data from the 2007/08…

The prevalence of women in the teaching profession has been claimed by various scholars to be responsible for the low school performance among boys. Based on this claim there have been widespread calls for increasing the share of male teachers as a means of improving boys' school performance. There is, however, very little empirical evidence…

Physical education as a school subject can be characterized as largely void of both consensus and accountability. Until the publication of the national content standards (NASPE, 1995) there was no explicit, shared vision regarding what is important to teach in school programs. There has been a sense that this lack of consensus somehow preserves…

The 11 items in this annotated bibliography are entries in the ERIC system concerning studies of school effectiveness and the debate surrounding how much influence schools have over student learning. Several articles included reexamine the 1966 Coleman report, and one compares a more recent Coleman report with the earlier report. A number of…

The annotated bibliography of research on Canadian core French programs, in which French is taught as a regular subject in English-language schools, provides a comprehensive summary of empirical research since 1970. It includes research reports from school boards, reports of government-funded research, unpublished theses, published books, and…