Skip Navigation

Publications & Products

Search Results: (31-45 of 277 records)

 Pub Number  Title  Date
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.
5/24/2016
NCEE 20154006 School Practices and Accountability for Students With Disabilities
This study presents descriptive findings on school practices in 12 states during 2010–11 for elementary and middle schools explicitly held accountable for the performance of the students with disabilities (SWD) subgroup under the Elementary and Secondary Education Act (ESEA). The study found that, when surveyed in 2011, elementary schools accountable for the SWD subgroup were 15.8 percentage-points more likely than never-accountable elementary schools to report moving students with disabilities from self-contained settings to regular classrooms over the previous five years. Middle schools accountable for the SWD subgroup were 16.7 percentage-points more likely than never-accountable middle schools to report moving students with disabilities from self-contained settings to regular classrooms over the previous five years.
2/10/2015
WWC IRLIT68 Carbo Reading Styles Program
The Carbo Reading Styles Program® is a literacy intervention for students in grades K–12 that aims to meet the individual needs of learners through assessment and tailoring of the instruction to students’ particular reading learning styles. The term “learning styles” refers to the concept that different students may need different instructional approaches. Students’ preferred learning styles are classified as auditory, visual, or kinesthetic (a style in which learning takes place by the student carrying out a physical activity). The intervention uses the Reading Styles Inventory®, which determines a student’s learning style for reading and provides specific teaching recommendations that accommodate that style. Teachers receive training in the implementation of the Carbo Reading Styles Program® and a variety of teaching methods appropriate to the different reading styles of their students. The Carbo Reading Styles Program® can be used in individual and group settings as a primary or supplementary program. This review of the Carbo Reading Styles Program® for Beginning Reading focuses on students in grades K–3.
10/15/2014
REL 2014040 Using Assessment Data to Guide Math Course Placement of California Middle School Students
Questions about how best to place students into appropriate middle grade math courses have been central to ongoing education policy and practice discussions in California and across the United States. Recent studies have shown that enrolling in algebra I in grade 8 works well for some students but backfires for others. This REL West report provides findings from a study of placements that were based on different test scores available for middle school students in California. Findings indicate that placement into grade 8 algebra I based solely on students' grade 6 California Standards Test (CST) proficiency status results in some students taking the course who have less than a 40 percent chance of succeeding. Using a higher cut point on the grade 6 CST scale score—as opposed to simply using CST proficiency status—would avoid placing students into grade 8 algebra I who have a lower than 50 percent chance of success, and would increase the overall success rate (from 69 to 75 percent) for students placed into grade 8 algebra I. Prediction accuracy is even higher using grade 7 CST scale scores (78 percent); however, grade 7 scale scores are typically not available until after initial algebra I placements are made. The study also finds that a newly available assessment of algebra readiness developed as part of the Math Diagnostic Testing Project (MDTP) makes a valuable contribution to decisions about algebra I placement. Placements based on the MDTP result in a success rate (77 percent) that is comparable to that of placements based on the grade 7 math CST. Furthermore, the MDTP test can be administered online at any time during the school year, and MDTP test results are available immediately after students take the test, whereas CST results are not available until the next school year.
9/9/2014
WWC IRD579 Spelling Mastery
Spelling Mastery is a Direct Instruction curriculum designed to explicitly teach spelling skills to students in grades 1-6 by using phonemic, morphemic, and whole-word strategies. The WWC identified seven studies that investigated the effects of Spelling Mastery on writing achievement for students with learning disabilities. Two of those studies meet WWC evidence standards without reservations and included 70 students with learning disabilities in grades 2 through 4 in three elementary schools or receiving instruction at a summer program. Based on these two studies, the WWC found that Spelling Mastery has potentially positive effects on writing for students with learning disabilities.
1/28/2014
WWC IRM627 DreamBox Learning
DreamBox Learning is a supplemental online mathematics program that provides individualized instruction for students in grades K-5 and focuses on number and operations, place value, and number sense. The WWC identified 11 studies that investigated the effects of DreamBox Learning on the math performance of elementary school students, but only one meets WWC evidence standards. This study meets standards without reservations and included 557 elementary school students in kindergarten and first grade in three charter schools in San Jose, California. Based on this study, the WWC found that DreamBox Learning has no discernible effects on mathematics achievement for elementary school students.
12/10/2013
WWC IRD626 Reciprocal Teaching
Although reciprocal teaching has been used for years as a method for teaching reading comprehension skills, the What Works Clearinghouse (WWC) has found no rigorous research that shows it works or does not work for students with learning disabilities. Using the reciprocal teaching method, teachers model four comprehension strategies for their students: summarizing, questioning, clarifying, and predicting. The students then practice these strategies and take turns leading small group discussions about what has been read. The WWC identified 54 studies of reciprocal teaching for students with learning disabilities that were published or released between 1989 and 2013. None of these studies meet WWC evidence standards. More research is needed to determine the effectiveness or ineffectiveness of this method for students with learning disabilities.
11/26/2013
WWC IRL416 Reading Mastery
The WWC recently reviewed the research on Reading Mastery for beginning readers. The program is designed to provide systematic instruction in reading to students in grades K-6, however, the WWC found no rigorous research that shows it effectiveness for beginning readers. The Reading Mastery teaching routine involves modeling new content, providing guided practice, and implementing individual practice and application. Since the previous WWC report was released in August 2008, the WWC identified an additional 106 studies of Reading Mastery and its effects on beginning readers (grades K-3), bringing the total number of studies reviewed to 166. None of these studies meet WWC evidence standards for quality research. More research is needed to determine if Reading Mastery works for beginning readers.
11/26/2013
NCEE 20134020 Instructional Practices and Student Math Achievement: Correlations from a Study of Math Curricula
This evaluation brief is directed to researchers and adds to the research base about instructional practices that are related to student achievement. Additional evidence on these relationships can suggest specific hypotheses for future study of instruction practices, which, in turn, will provide research evidence that could inform professional development of teachers and the writing of instructional materials.
9/30/2013
NCEE 20134019 After Two Years, Three Elementary Math Curricula Outperform a Fourth
The purpose of this report is to generate hypotheses for future research. The pattern of relationships between instructional patterns and student achievement is largely consistent with earlier research, but not in every case. Results that are less consistent with earlier research include lower achievement associated with: higher frequency of teachers eliciting multiple strategies and solutions; higher frequency of prompting a student to lead the class in a routine; and higher frequency of students asking each other questions.
9/30/2013
WWC IRM456 Scott Foresman-Addison Wesley Elementary Mathematics
Scott Foresman-Addison Wesley Elementary Mathematics is a core curriculum for students in prekindergarten through grade 6. The program aims to improve students' understanding of key math concepts through problem-solving instruction, hands-on activities, and math problems that involve reading and writing. The WWC found that Scott Foresman-Addison Wesley Elementary Mathematics has mixed effects on mathematics achievement for elementary school students.
5/29/2013
WWC IRM447 Saxon Math
Saxon Math is a core curriculum for students in grades K-5 that uses an incremental approach for instruction and assessment. New concepts are introduced to students gradually and integrated with content that was previously presented, and students are given daily time to practice. The WWC found that Saxon Math has potentially positive effects on mathematics achievement for elementary school students.
5/29/2013
WWC IRL625 Read Naturally
Read Naturally is a supplemental reading program designed to improve the reading fluency, accuracy, and comprehension of elementary and middle school students using a combination of books, audio CDs, and computer software. The program utilizes three main strategies: modeling of story reading, repeated reading of text, and systematic monitoring of student progress. The WWC found that Read Naturally has potentially positive effects on general literacy achievement for adolescent readers.
3/19/2013
WWC IRL172 Fast ForWord
Fast ForWord is a computer-based reading program intended to help students develop and strengthen the cognitive skills necessary for successful reading and learning. The program is designed to adapt the nature and difficulty of the content based on individual student's responses and includes three series: Fast ForWord Language, Fast ForWord Literacy, and Fast ForWord to Reading. The WWC found that Fast ForWord has positive effects on alphabetics, no discernible effects on reading fluency, and mixed effects on comprehension for beginning readers.
3/19/2013
NCES 2013451 Algebra I and Geometry Curricula: Results from the 2005 High School Transcript Mathematics Curriculum Study

The Mathematics Curriculum Study explores the relationship between student coursetaking and achievement by examining the content and challenge of two mathematics courses taught in the nation’s public high schools—algebra I and geometry. Conducted in conjunction with the 2005 National Assessment of Educational Progress (NAEP) High School Transcript Study (HSTS), the study uses textbooks as an indirect measure of what was taught in classrooms, but not how it was taught (i.e., classroom instruction). The study uses curriculum topics to describe the content of the mathematics courses and course levels to denote the content and complexity of the courses. The results are based on analyses of the curriculum topics and course levels developed from the textbook information, coursetaking data from the 2005 NAEP HSTS, and performance data from the twelfth-grade 2005 NAEP mathematics assessment.

Highlights of the study findings show that about 65 percent of the material covered in high school graduates’ algebra I was devoted to algebra topics, while about 66 percent of the material covered in graduates’ geometry courses focused on geometry topics. School course titles often overstated course content and challenge. Approximately 73 percent of graduates in “honors” algebra I classes received a curriculum ranked as an intermediate algebra I course, while 62 percent of graduates who took a geometry course labeled “honors” by their school received a curriculum ranked as intermediate geometry. Graduates who took rigorous algebra I and geometry courses scored higher on NAEP than graduates who took beginner or intermediate courses.

3/12/2013
<< Prev    31 - 45     Next >>
Page 3  of  19