Skip Navigation

Publications & Products

Search Results: (46-60 of 103 records)

 Pub Number  Title  Date
REL 2017259 Formative assessment and elementary school student academic achievement: A review of the evidence
Formative assessment is a process that engages teachers and students in gathering and using information about what students are learning. This comprehensive and systematic review identifies 22 rigorous studies of the effectiveness of formative assessment interventions among elementary students. Results of the study indicate that, overall, formative assessment has a positive effect on student achievement. On average, across the studies, students who participated in formative assessment performed better on measures of academic achievement than those who did not. Formative assessment interventions in mathematics had larger effects, on average, than formative assessment interventions in reading or writing. Both student-directed formative assessment and formative assessment directed by other agents, such as a teacher or a computer program, appear to be effective for mathematics. Other-directed formative assessment interventions appear to be more effective for reading than student-directed formative assessment interventions.
2/28/2017
REL 2017248 A review of the literature on social and emotional learning for students ages 3-8: Outcomes for different student populations and settings (part 4 of 4)
This is the fourth in a series of four related reports about what's known about social and emotional learning (SEL) programs for children ages 3-8. The purpose of the report series is to summarize the benefits of SEL in early childhood, and identify the characteristics of SEL interventions that are effective in school contexts. Responding to a need expressed by the Early Childhood Education Research Alliance, the research team conducted a systematic review and synthesis of recent research reviews and meta-analyses on the topic of SEL. This report presents outcomes for the general student population and student subgroups, including students from low-income families, racial/ethnic minority students, male and female students, English learner students, and students from urban and rural locales. Results suggest that SEL programs positively affect social and academic outcomes for the general student population, such as increased academic motivation, self-efficacy, conflict resolution skills, emotion recognition, empathy, and bonding to school; reduced antisocial behaviors and behavior problems; and higher grades and test scores. The outcomes of SEL for student subgroups are mixed. While some successful strategies for implementing SEL with diverse populations have been identified, more research is needed.
2/23/2017
REL 2017247 A review of the literature on social and emotional learning for students ages 3-8: Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4)
This is the third in a series of four related reports about what's known about social and emotional learning (SEL) programs for children ages 3-8. The purpose of the report series is to summarize the benefits of SEL in early childhood, and identify the characteristics of SEL interventions that are effective in school contexts. Responding to a need expressed by the Early Childhood Education Research Alliance, the research team conducted a systematic review and synthesis of recent research reviews and meta-analyses on the topic of SEL. The sources reviewed for this report included a large body of evidence regarding individual teacher and classroom practices that promote SEL. This report identifies three classroom factors (other than using SEL curriculum) that impact social and emotional learning: classroom climate (physical space and materials, classroom management, emotional climate), instructional strategies (modeling, reacting, teaching), and teacher social and emotional competence. Teachers and administrators can use the strategies presented in this report either alongside, or in the absence of, a formal SEL program.
2/23/2017
REL 2017246 A review of the literature on social and emotional learning for students ages 3-8: Implementation strategies and state and district support policies (part 2 of 4)
This is the second in a series of four related reports about what's known about social and emotional learning (SEL) programs for children ages 3-8. The purpose of the report series is to summarize the benefits of SEL in early childhood, and identify the characteristics of SEL interventions that are effective in school contexts. Responding to a need expressed by the Early Childhood Education Research Alliance, the research team conducted a systematic review and synthesis of recent research reviews and meta-analyses on the topic of SEL. This report is a review of the literature on the implementation strategies that support SEL programming, including a cycle of continuous improvement. It also presents state and district policy supports for SEL programming, such as engaging stakeholders, assessing resources and needs, adopting evidence-based SEL programs, integrating SEL into teacher and administrator evaluation systems, and developing comprehensive, freestanding SEL learning standards.
2/23/2017
REL 2017245 A review of the literature on social and emotional learning for students ages 3-8: Characteristics of effective social and emotional learning programs (part 1 of 4)
This is the first in a series of four related reports about what's known about social and emotional learning (SEL) programs for children ages 3-8. The purpose of the report series is to summarize the benefits of SEL in early childhood, and identify the characteristics of SEL interventions that are effective in school contexts. Responding to a need expressed by the Early Childhood Education Research Alliance, the research team conducted a systematic review and synthesis of recent research reviews and meta-analyses on the topic of SEL. This report is a review of the literature on stand-alone, evidence-based SEL programs that are associated with positive student behaviors and/or academic performance. The literature reviewed for this report also includes programs that target executive functioning, with an understanding that many SEL approaches represent a hybrid of the two. To assist educators and policymakers, this report presents information on selecting an evidenced-based SEL program and provides recommendations from experts.
2/23/2017
WWC IRL665 READ 180
This What Works Clearinghouse (WWC) report on READ 180 updates the WWC's 2009 review of the program to incorporate reviews of 71 new studies and assess all studies against current WWC standards. READ 180 is a reading program designed for struggling readers who are reading two or more years below grade level. Based on this updated review of the research, the WWC found READ 180 to have positive effects on comprehension and general literacy achievement, potentially positive effects on reading fluency, and no discernible effects on alphabetics for adolescent readers.
12/1/2016
NFES 2017016 Forum Guide to Data Visualization: A Resource for Education Agencies
The purpose of this publication is to recommend data visualization practices that will help education agencies communicate data meaning in visual formats that are accessible, accurate, and actionable for a wide range of education stakeholders. Although this resource is designed for staff in education agencies, many of the visualization principles apply to other fields as well.
10/31/2016
NCES 2016080 ECLS-K:2011 Restricted-Use Kindergarten-Third Grade Data File and Electronic Codebook
This CD contains an electronic codebook (ECB), a restricted-use data file, and survey and ECB documentation for the fall and spring kindergarten, fall and spring first-grade, and fall spring second-grade, and spring third-grade rounds of data collection for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The CD includes the user’s manual developed for use with this data file, which focuses on the third-grade round of data collection, as well as the manual released with the Kindergarten Restricted-Use Data File and Electronic Codebook, the manual released with the Kindergarten-First Grade Restricted-Use Data File and Electronic Codebook, and the manual released with the Kindergarten-Second Grade Restricted-Use Data File and Electronic Codebook.
10/17/2016
NFES 2017017 Forum Guide to Collecting and Using Disaggregated Data on Racial/Ethnic subgroups
The Forum Guide to Collecting and Using Disaggregated Data on Racial/Ethnic Subgroups discusses strategies for collecting data on more detailed racial/ethnic subgroups than the seven categories used in federal reporting. This guide is intended to help state and district personnel learn more about data disaggregation in the field of education, decide whether this effort might be appropriate for them, and, if so, how to implement or continue a data disaggregation project. Access to and analysis of more detailed—that is, disaggregated—data can be a useful tool for improving educational outcomes for small groups of students who otherwise would not be distinguishable in the aggregated data used for federal reporting. Disaggregating student data can help schools and communities plan appropriate programs, decide which interventions to select, use limited resources where they are needed most, and see important trends in educational outcomes and achievement.
9/28/2016
REL 2016224 Self-study guide for implementing literacy interventions in Grades 3-8
The Grades 3–8 Self-Study Guide for Implementing Literacy Interventions was developed to help district- and school-based practitioners conduct self-studies for planning and implementing literacy interventions. It is intended to promote reflection about current strengths and challenges in planning for implementation of literacy interventions, spark conversations among staff, and identify areas for improvement. This guide provides a template for data collection and guiding questions for discussion that may improve the implementation of literacy interventions.
9/22/2016
REL 2016180 Predicting math outcomes from a reading screening assessment in grades 3–8
District and state education leaders and teachers frequently use assessments to identify students who are at risk of performing poorly on end-of-year reading achievement tests. This study explores the use of a universal screening assessment of reading skills for the identification of students who are at risk for low achievement in mathematics and provides support for the interpretation of screening scores to inform instruction. The study results demonstrate that a reading screening assessment predicted poor performance on a mathematics outcome (the Stanford Achievement Test) with similar levels of accuracy as screening assessments that specifically measure mathematics skills. These findings indicate that a school district could use an assessment of reading skills to screen for risk in both reading and mathematics, potentially reducing costs and testing time. In addition, this document provides a decision tree framework to support implementation of screening practices and interpretation by teachers.
9/21/2016
NFES 2016096 Forum Guide to Education Data Privacy
The Forum Guide to Education Data Privacy was developed as a resource for state and local education agencies (SEAs and LEAs) to use in assisting school staff in protecting the confidentiality of student data in instructional and administrative practices. SEAs and LEAs may also find the guide useful in developing privacy programs and related professional development programs.
7/7/2016
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.
7/5/2016
WWC IRM639 enVisionMATH
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.
6/28/2016
REL 2016149 Using computer-adaptive assessments of literacy to monitor the progress of English learner students
The purpose of this study was to examine (a) how teachers and school staff individually administer computer-adaptive assessments of literacy to English learner students in grades 3–5, and (b) how they use the assessments to monitor students' growth. Because adaptive assessments maximize precision of information while minimizing time spent gaining it, they are particularly valuable for students whose performance is outside typical grade-level norms such as English learner students. Three elementary schools with high proportions of English learner students participated in the study. Participating students were at the two lowest levels on the state oral language proficiency measure. At the beginning of the year there were 117 participating students and by the end of the year 102 remained at the same school. To address the first question, Regional Educational Laboratory (REL) Southeast staff observed the September training and the fall, winter, and spring administration of the Florida Center for Reading Research Reading Assessment (FRA). To address the second question, teachers and school staff individually administered the FRA to participating students in the fall, winter, and spring. They discussed their observations of students' performance during test administration and students' score reports with REL staff after each assessment period. Findings indicated that teachers in grades 3–5 can be trained to individually administer computer-adaptive assessments of literacy to their English learner students three times a year and to participate in data chats after each assessment period to discuss translation of scores to instruction. The report provides recommendations that may aid districts in implementing such adaptive assessments of literacy to monitor the progress of English learner students.
6/28/2016
<< Prev    46 - 60     Next >>
Page 4  of  7