Search Results: (1-15 of 418 records)
|WWC QR82328||Quick Review: Charter schools' effects on long-term attainment and earnings.
The study uses a quasi-experimental design (QED) using matching techniques. The study sample was first restricted to students who attended charter schools in eighth grade. Students then transitioning to a charter high school for ninth grade were placed in the intervention group and those transitioning to a non-charter high school for ninth grade were available for the comparison group. Then, students in the charter high school group were matched to the non-charter group using " . . . a one-to-one nearest-neighbor Mahalanobis matching approach" (p. 5) with no caliper restriction and replacement. Four cohorts of students were included in the sample, including students who were in eighth grade in the school years 1997-1998 through 2000-2001. The two groups included 1,143 students each.
|WWC IRTP664||ACT/SAT Test Preparation and Coaching Programs
Transition to College
ACT and SAT test preparation and coaching programs are designed to increase students' scores on college entrance exams. These programs familiarize students with the format of the test, introduce test-taking strategies, and provide practice with the types of problems that may be included on the tests. The WWC reviewed the research on ACT and SAT test preparation and coaching programs and found that they have positive effects on general academic achievement for high school students.
|WWC SSR81036||WWC Review of "A randomized control trial of a statewide voluntary prekindergarten program on children’s skills and behaviors through third grade (Research report)."
For the 2015 study, "A Randomized Control Trial of a Statewide Voluntary Prekindergarten Program on Children's Skills and Behaviors Through Third Grade," researchers used a quasi-experimental design to compare outcomes for children based on whether they had attended at least 20 days of the Tennessee Voluntary Prekindergarten program, a public full-day program for 4-year-old children operated by participating school districts. They found positive impacts for participating students by the start of kindergarten, including higher test scores on outcomes related to cognition, mathematics, alphabetics, and comprehension and better work-related skills and social behavior. However, they found negative impacts on some math outcomes (quantitative concepts and applied problems) at the end of second and third grade. The researchers demonstrated baseline equivalence of the intervention and comparison groups in these analyses, and therefore, the study meets WWC group design standards with reservations.
|WWC IRTFA663||Teach For America Intervention Report
Teach For America (TFA) is a program that places new teachers in schools in low-income communities. The WWC reviewed the research on teachers trained through TFA and their impacts on the academic achievement of students in grades pre-K-12, and found that TFA teachers have positive effects on mathematics achievement, potentially positive effects on science achievement, and no discernible effects on social studies achievement and English language arts achievement.
|WWC IRPS661||Summer Bridge Programs
Summer bridge programs are designed to ease the transition to college and support postsecondary success by focusing on the academic skills and social resources needed to succeed in college. These programs occur in the summer "bridge" period between high school and college and typically last 2-4 weeks. The content of summer bridge programs can vary across institutions and by the population served. They often include an in-depth orientation to college life and resources, academic advising, training in skills necessary for college success, and may include accelerated academic coursework. The WWC reviewed the research on summer bridge programs and found that they have potentially positive effects on attainment for postsecondary students.
|WWC IRPS651||First Year Experience Courses for Students in Developmental Education
First year experience courses are designed to support the academic performance, social development, persistence, and degree completion of college students. They are also known as college success courses or freshman seminars and topics commonly discussed include study skills, campus resources, time management, career exploration, campus policies, and academic advising. The WWC reviewed the research on first year experience courses and found that they have potentially positive effects on academic achievement, degree attainment, and credit accumulation for postsecondary students.
|WWC PGLIT21||Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade
Young learners need strong foundational reading skills to achieve literacy success. This What Works Clearinghouse (WWC) practice guide, Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade, has evidence-based recommendations that teachers, reading coaches, principals, and other educators can use to improve literacy in the early grades. Developed by a panel of experts, the strategies in this guide focus on ways to improve alphabetics, fluency, and vocabulary instruction, as well as how to teach a range of other academic language skills. The guide also discusses using an integrated approach to instruction that can help improve early reading achievement. For more on preparing students to be successful readers, the WWC offers a companion practice guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade.
No studies of enVisionMath that fall within the scope of the Primary Mathematics review protocol meet WWC group design standards. Because no studies meet WWC group design standards at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of enVisionMath on the achievement of primary students in kindergarten through grade 6. Research that meets WWC design standards is needed to determine the effectiveness or ineffectiveness of this intervention.
|WWC SSR062816||WWC Review of the Report "Music Training Alters the Course of Adolescent Auditory Development"
The study authors examined whether high school students who chose to enroll and remain in a music training program improved their auditory and literacy skills more than students who did not choose to enroll in a music training program. The music program included instruction on playing instruments in groups using written music.
|WWC IRM654||Cognitive Tutor
The Cognitive Tutor secondary mathematics curriculum offers a variety of courses designed to improve mathematics achievement. The curriculum focuses on how students think about and learn mathematics and can be implemented using a textbook, adaptive software, or both. The WWC found that Cognitive Tutor Algebra I has mixed effects on algebra achievement and no discernible effects on general mathematics achievement for secondary students. In addition, the WWC found that Cognitive Tutor Geometry has potentially negative effects on geometry achievement for secondary students. No studies that examine Cognitive Tutor Algebra II or Cognitive Tutor Integrated Math I, II, and III meet WWC group design standards; therefore, more research is needed to determine their effectiveness.
|WWC IRM449||Saxon Math
Saxon Math is a core curriculum for students in grades K-12 that uses an incremental approach to instruction and assessment. New concepts are introduced gradually and integrated with previously introduced content so that concepts are developed, reviewed, and practiced over time. Based on the available research, the WWC found that Saxon Algebra I has no discernible effects on algebra achievement for secondary students. No studies of Saxon Geometry, Saxon Algebra II, or Saxon Advanced Math meet WWC group design standards and, therefore, more research is needed to determine the effectiveness of these courses.
|WWC IRM052416||University of Chicago School Mathematics Project (UCSMP)
The University of Chicago School Mathematics Project (UCSMP) is a core mathematics curriculum for secondary students that emphasizes a student-centered approach incorporating problem solving, real-world applications, and the use of technology. The WWC reviewed the research on UCSMP’s secondary courses and found that UCSMP Algebra I has potentially positive effects on both general mathematics achievement and algebra for secondary students. In addition, the cumulative effect of multiple UCSMP courses was found to have potentially positive effects on general mathematics achievement for secondary students. No studies of UCSMP Geometry; UCSMP Advanced Algebra; UCSMP Functions, Statistics, and Trigonometry; or UCSMP Precalculus and Discrete Mathematics meet WWC group design standards. More research is needed to determine the effectiveness of these courses.
|WWC IRDIS528||Unbranded Orton-Gillingham-based Interventions
No studies of unbranded Orton-Gillingham–based strategies that fall within the scope of the Students with Learning Disabilities review protocol meet What Works Clearinghouse (WWC) evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of unbranded Orton-Gillingham–based strategies for students with learning disabilities.
|WWC IRPE651||First Year Experience Courses for Students in Developmental Education
First year experience courses for students in developmental education are designed to ease the transition to college by providing academic and social development supports. Although course content and focus may vary, most are designed to introduce students to campus resources, provide training in time management and study skills, and address student development issues. First year experience courses, also called success courses, study skills, student development, or new student orientation courses, are often linked with or taken concurrently with developmental courses.
The WWC recently reviewed the research on the impacts of first year experience courses for students in developmental education. One study met WWC group design standards and included 911 freshman college students in developmental education at one technical community college in the United States. Based on this study, the WWC found the practice to have no discernible effects on academic achievement, progress through developmental education, and credit accumulation and persistence for postsecondary students.
|WWC IRM464||Singapore Math
No studies of Singapore Math that fall within the scope of the Primary Mathematics review protocol meet WWC group design standards. Because no studies meet WWC group design standards at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of Singapore Math on the achievement of primary students in kindergarten through grade 8. Research that meets WWC design standards is needed to determine the effectiveness or ineffectiveness of this intervention.