Technology-based learning tools provide new opportunities to engage students in learning academic content. This study focuses on one such tool, Play Lu Interactive Technology (PLIT), and analyzes how students' math achievement on standardized test scores differs between students who have used PLIT and students who have not. PLIT is designed to…

Science, technology, engineering and math (STEM) oriented schools are being formed to provide 21st century learning opportunities for students. After going through an exhaustive evaluation period schools are being recognized as STEM schools. The number of these schools is increasing every year. Education agencies provide professional development…

Since zero-tolerance policies were put into effect, suspension rates have risen dramatically in the United States (Ayers et al., 2001). This fact is unsettling because research shows that suspension has a negative impact on both academic achievement and poor life outcomes (Rausch & Skiba, 2005). The goal of this quantitative study was to…

The purpose of this quantitative, causal-comparative study was to determine if and to what extent there was a statistically significant difference in students' Algebra I or Algebra II AzMERIT standardized proficiency rates in non-charter public high schools that implement digital curriculum compared versus those that implement traditional…

In this study, the evaluation of mathematical proficiency (MP) in one NSW Year 12 standardised exam paper was investigated. By considering the multi-strand model of MP, a literature-based criteria for scoring the assessment of MP in individual exam questions was first developed. The criteria were then applied to quantitatively evaluate the 2023…

High quality student outcome measures provide the foundation for effective learning assessment. These outcomes can be organized into different categories, such as skills or habits of mind, and evidence types, such as direct or indirect. Prevailing models of assessment, however, focus only on the distinction between direct and indirect evidence…

Background: Published best-practice guidelines and standardized protocols for voice assessment recommend multidisciplinary evaluation utilizing a comprehensive range of clinical measures. Previous studies report variations in assessment practices when compared with these guidelines. Aims: To provide an up-to-date evaluation of current global…

The continuous disparities in reading test scores between Black and White students remain a substantial problem in education. This study examines the historical disparity by investigating how the Georgia Milestones English Language Arts (ELA) End of Grade (EOG) Assessment incorporates cultural relevance. Employing the theoretical frameworks of…

This article examines the impact of Teach for America (TFA) on following-year student test and nontest outcomes in Miami-Dade County Public Schools. Using data from 2010 through 2021, this article measures the extent to which student exposure to TFA is followed by improved outcomes in the future, relative to students with other early-career…

Prior research explored the effects of receiving review sessions for business core courses on standardized test results obtained via the Major Field Test in Business (MFTB) and the Comprehensive Business Exam (CBE). The present study contributes to the literature by examining the impacts of single core course and topical area review sessions on…

The effects of colonialism in education and society have deep and difficult legacies. This book argues that it is necessary to better understand the deep roots of colonialism in order to realize justice and overturn forms of oppression in education policy, in classrooms, or in family and community-based education. Highlighting research from across…

Standardized cognitive and educational assessments of individuals with intellectual disability (ID) provide crucial information for parents, researchers, and educators. Understanding the unique developmental strengths and challenges of an individual with ID is imperative to determining appropriate educational placements, developing intervention…

Previous research has examined undergraduate student performance changes pre- and post-covid, overall and by institutional subgroupings. Standardized test scores tended to decline while high school and undergraduate grades increased. The current study expands upon this research by examining changes across student subgroups of interest, notably by…

According to the National Assessment of Educational Progress (NAEP), US reading and math scores have recently dropped. This decline is believed to be the result of the school closings that occurred during the COVID-19 pandemic. The drop likely contributed to the increase in pressure educators are feeling to teach in a way that leads to higher test…

In November 2024, the New York State Board of Regents issued the "Vision to Transform New York State Graduation Requirements," a plan for high school education reform. To understand the context for this reform, this issue brief discusses New York's levels of student performance and state education spending, as well as a brief history of…