Search Results: (1-15 of 135 records)
|NCEE 2020006||Can Texting Parents Improve Attendance in Elementary School? A Test of an Adaptive Messaging Strategy
Chronic absence is a nationwide problem, even among young students. This report presents findings from a study that tested four versions of an adaptive text messaging strategy to see which, if any, would reduce chronic absence and improve achievement among 26,000 elementary school students. All four versions of the adaptive text messaging strategy reduced chronic absence but did not improve achievement after one school year.
|NCEE 20200002||The Effects of a Principal Professional Development Program Focused on Instructional Leadership
Helping principals improve their leadership practices is a common use of federal funds and one way to improve instruction and student achievement. This study sought to better understand the effectiveness of an intensive principal professional development program focused primarily on helping principals conduct structured observations of teachers' classroom instruction and provide targeted feedback based on those observations. The report found that the program did not change principal practices as intended or improve students' achievement. However, improvements in some of the targeted principal practices were positively associated with improved student achievement. Attention on how to change these practices might be a potential avenue for improving the program.
|REL 2020012||Children's knowledge and skills at kindergarten entry in Illinois: Results from the first statewide administration of the Kindergarten Individual Development Survey
Starting in fall 2017, the Illinois State Board of Education required kindergarten teachers to use an observational kindergarten entry assessment called the Kindergarten Individual Development Survey. This study examined whether the measures formed using the assessment data were valid and reliable and described the means and variation in children's knowledge and skills at school entry. To inform future professional development on data collection and use, the study team also interviewed teachers and administrators about their experience with the assessment.
|NCEE 2020001||National Evaluation of the Comprehensive Centers Program Final Report
Between 2012 and 2018, the U.S. Department of Education invested nearly $350 million in 22 Comprehensive Technical Assistance (TA) Centers operating across the nation. These Centers were charged with delivering TA that builds the capacity of state education agencies (SEAs) to support local educational agencies (LEAs) in improving student outcomes. Centers were given broad discretion in interpreting and enacting this mandate. This evaluation sought to address the open questions about how the Centers designed and implemented the TA, what challenges they encountered, and what outcomes they achieved. With thorough documentation of how this process played out, stakeholders will be in a better position to inform future program improvement.
|NCEE 20194007||Teacher Preparation Experiences and Early Teaching Effectiveness
This report examines the frequency of particular teacher preparation experiences and explores their relationships to beginning teachers' effectiveness in improving student test scores once they get to the classroom. The report found both differences in how teachers prepare for their certification in the field and that certain experiences are related to improving test scores in the classroom. The findings provide a detailed look into current teacher preparation practices and identify potential avenues for improving them.
|NCEE 20194008||Evaluation of Support for Using Student Data to Inform Teachers' Instruction
Most districts help teachers use data to improve student learning, often supporting this effort with federal funds. But many teachers feel unprepared to use student data to inform their instruction — referred to as data-driven instruction (DDI) — and there is little evidence of whether it improves student achievement. This report assesses an intensive approach to supporting teachers' use of student data to tailor their instruction. The report found that this specific approach to DDI did not improve students' achievement, perhaps because the approach did not change teachers' reported use of data or classroom practices.
|NCEE 20194006||Evaluation of the DC Opportunity Scholarship Program: Impacts After Three Years
The DC Opportunity Scholarship Program (OSP), established in 2004, is the only federally-funded private school voucher program for low-income parents in the United States. This report examines impacts on achievement and other outcomes three years after eligible students were selected or not selected to receive scholarships using a lottery process in 2012, 2013, and 2014. The report found that the OSP had no effect on either math or reading achievement. The OSP did have positive effects on students' – but not parents' – satisfaction with their schools and perceptions of school safety.
|NCEE 20194001||Are Ratings from Tiered Quality Rating and Improvement Systems Valid Measures of Program Quality? A Synthesis of Validation Studies from Race to the Top-Early Learning Challenge States
The Race to the Top-Early Learning Challenge grant program (RTT-ELC) promoted the use of rating systems to document and improve the quality of early learning programs. These publications assess the progress made by RTT-ELC states in implementing Tiered Quality Rating and Improvement Systems (TQRIS). The publications are based on interviews with state administrators, administrative TQRIS data on early learning programs and ratings, and validation studies from a subset of RTT-ELC grantee states. The publications find that states made progress in promoting program participation in TQRIS but that most programs did not move from lower to high rating levels during the study period and higher TQRIS ratings were generally not related to better developmental outcomes for children.
|NCEE 20194003||Presenting School Choice Information to Parents: An Evidence-Based Guide
Presenting School Choice Information to Parents: An Evidence-Based Guide, from the National Center for Education Evaluation and Regional Assistance (NCEE), presents findings from an online experiment conducted with 3,500 low-income parents. Each parent viewed one of 72 different web pages displaying information about schools in a hypothetical district. They study examined how variations in the displays affected parents' understanding of the information; perceived ease of use and satisfaction; and which schools they would choose given what was shown. Findings suggest parents generally preferred looking at school information displays that had graphs as well as numbers, more rather than less data, and a list of choices ordered by each school's distance from home. But showing schools ordered by their academic performance made parents more likely to pick a higher performing school for their child.
|NCEE 20194002||Study of Enhanced College Advising in Upward Bound: Impacts on Steps Toward College
The U.S. Department of Education tested a set of promising, low-cost advising strategies, called Find the Fit, designed to help low-income and "first generation" students enrolled in the Department's Upward Bound program choose more selective colleges and stay in until they complete a degree. About 200 Upward Bound projects with 4,500 seniors agreed to participate. The projects were randomly assigned to receive Find the Fit to supplement their regular college advising (treatment group) or to offer their regular advising (control group). This first of three reports looks at Find the Fit's effects on students' steps toward enrolling in a more selective college. The study found that the enhanced advising increased the number and selectivity of colleges to which students applied.
|NCEE 20184013||The Investing in Innovation Fund: Summary of 67 Evaluations
The Investing in Innovation (i3) Fund is a tiered-evidence program that aligns the amount of funding awarded to grantees with the strength of the prior evidence supporting the proposed intervention. One of the goals of i3 is to build strong evidence for effective interventions at increasing scale. The i3 program requires grantees to conduct an independent impact evaluation. This report, from the National Center for Education Evaluation and Regional Assistance (NCEE), assesses the quality of the 67 i3 grant evaluations completed by May 2017 and summarizes the findings of the evaluations. The report found that 49 of the first 67 completed i3 grant evaluations were implemented consistent with What Works Clearinghouse (WWC) evidence standards and 12 of the evaluations found a positive impact on at least one student academic outcome.
|NCEE 20184010||Evaluation of the DC Opportunity Scholarship Program: Impacts After Two Years
The DC Opportunity Scholarship Program (OSP), established in 2004, is the only federally-funded private school voucher program for low-income parents in the United States. This report examines impacts on achievement and other outcomes two years after eligible children were selected or not selected to receive scholarships using a lottery process in 2012, 2013, and 2014. The report found negative impacts on math achievement but positive impacts on parent and student perceptions of school safety, for those participating in the program. There were no statistically significant effects on parents' or students' general satisfaction with their schools or parent involvement in education.
|NCEE 20184009||Promoting Educator Effectiveness: The Effects of Two Key Strategies
The Teacher Incentive Fund (TIF) and its successor, the Teacher and School Leader (TSL) Incentive program, provide grants to support performance-based compensation systems or human capital management systems for teachers and principals in high-need schools. The evaluation brief synthesizes two recently completed National Center for Education Evaluation (NCEE) impact studies. One study focused on a strategy of providing educators with feedback on their performance for two years. The other study focused on a strategy of providing educators with bonuses for four years based on their performance.
|REL 2018291||Regional Educational Laboratory researcher-practitioner partnerships: Documenting the research alliance experience
This report provides a detailed account of the Regional Educational Laboratory (REL) Program's experience establishing and supporting research-practice partnerships (called "research alliances") during its 2012–17 contract cycle. The report adds to the growing literature base on researcher-practitioner partnerships by sharing how the RELs reported creating, engaging, and maintaining multiple partnerships, with the purpose of informing future collaborative efforts for researchers and practitioners and for those who wish to support research-practice partnerships. It addresses questions about: how REL research alliances fit within the broader context of research-practice partnerships; what characteristics existed among REL research alliances and how they evolved over time; and what challenges RELs reported experiencing while establishing and supporting research alliances and the strategies RELs employed to address those challenges. Finally, the paper discusses the implications of the REL research alliance experience for other networks of research-practice partnerships.
|NCEE 20184007||Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from the National Longitudinal Transition Study 2012. Volume 3: Comparisons Over Time
The third report volume from the National Longitudinal Transition Study 2012 (NLTS 2012) presents information on the changes over time in the characteristics and high school experiences of secondary students participating in special education. NLTS 2012 is part of the congressionally-mandated National Assessment of the Individuals with Disabilities Education Act 2004 (IDEA 2004) and is the third longitudinal study conducted by the U.S. Department of Education over several decades focused on youth with an individualized education program (IEP) supported by IDEA. This third volume compares survey data in 1987, 2003, and 2012 from the three NLTS, focusing on 15- to 18-year olds with an IEP overall and in 12 federal disability groups. Where comparable data are available, the volume also examines trends for 19- to 21-year olds who are still enrolled in high school.
Findings from the third volume suggest that, over the past decade (2003-2012), youth with an IEP have become more engaged in school and increased their use of school supports. At the same time, youth with an IEP are less likely than in the past to take some key steps to prepare for their transition to adult life. Among students with an IEP, youth with emotional disturbance and youth with intellectual disability experienced more positive changes over the past decade than youth in other disability groups.
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