The purpose of this study is to determine which reading strategies students use while learning Turkish as a foreign language and investigate the effects of these strategies on reading comprehension skill. Conducted in compliance with "pretest-posttest control group model" as the experimental design, this research involved totally 36…

Using quantile regression analyses, this study examines gender gaps in mathematics, science, and reading in Azerbaijan, Indonesia, Jordan, the Kyrgyz Republic, Qatar, Tunisia, and Turkey among 15-year-old students. The analyses show that girls in Azerbaijan achieve as well as boys in mathematics and science and overachieve in reading. In Jordan,…

Despite efforts from the No Child Left Behind Act (2000) aimed at better educating minority children, the African American-Caucasian test score gap persists. The population of public school students is increasingly diverse; yet, 90% of public school teachers are Caucasian females (Graybill, 1997). Within this ethnographic dichotomy, what effect…

Has the academic achievement gap between high-income and low-income students changed over the last few decades? If so, why? And what can schools do about it? Researcher Sean F. Reardon conducted a comprehensive analysis of research to answer these questions and came up with some striking findings. In this article, he shows that income-related…

This commentary is based on two of the lessons the author learned as the professor in residence at ASU Preparatory Academy-Phoenix (ASU Prep), a Title I school operated in partnership with the Phoenix Elementary School District. Her role as a university professor on special assignment as a literacy coach, staff developer, and co-researcher. The…

The purpose of this report is to describe the procedure for revising the ReadiStep™ score scale using the field trial data, and to provide technical information about the development of the new ReadiStep scale score. In doing so, this report briefly introduces the three assessments--ReadiStep, PSAT/NMSQT®, and SAT®--in the College Board Pathway…

There is limited research available on the relationship between student attendance and academic achievement in secondary school. This quantitative, non-experimental study, conducted within a South Dakota high school of students in grades 9-12 during the years 2006-2012, examined the relationship between student attendance and academic achievement…

As part of the National Assessment of Educational Progress (NAEP) in reading, students are asked to demonstrate their understanding of words as used in literary and informational texts. This focus on students' understanding of word meaning highlights the importance of vocabulary in reading comprehension. This report provides an overview of…

This is a qualitative research study conducted in an attempt to gather information concerning the motivational factors of students as it is linked to the choice of reading materials in the Developmental Reading classroom. Information concerning the motivation levels of students in one Summer term course was collected. The students were given the…

A growing body of research has emerged to support the concept of providing early childhood education as a quality investment for our children, unlocking early potential and creating lasting impacts related to school success and beyond. Several landmark studies indicated that a quality education targeted at our youngest learners has the ability to…

In the United States, teacher certification has been a baseline measure of teacher quality and gateway to the teaching profession for many decades. Research suggests that teacher certification is beneficial to student achievement, with findings particularly promising when content area of teacher certification is taken into account. Positive…

The Minnesota Department of Education has collected Minnesota Comprehensive Assessments (MCA) results on every American Indian student who has taken the tests. This information has been made available so communities and parents can assess how their districts, schools, and students are performing based upon MCA proficiency criteria. Prior to this…

The No Child Left Behind Act requires all students be proficient in reading and mathematics by 2014, and students in subgroups to make Adequate Yearly Progress. One of these groups is students with disabilities, who continue to score well below their general education peers. This quantitative study identified scoring differences between disability…

Current research shows that, despite standards-based mathematics reform, American students lag behind in mathematics achievement when compared to their counterparts in other countries. The purpose of this mixed methods study was to examine if reading level, as measured by the Scholastic Reading Inventory, is related to standards-based mathematics…

The use of oral reading fluency (ORF) as a predominant measurement tool for identifying struggling readers has grown exponentially over the past 30 years. ORF growth using curriculum-based measures (CBM) has also become an important practical and empirical issue influencing the field. Although fluency scores have shown to be reliable predictors of…