Project Activities
Focused program of research
CDDRE conducted research with 59 school districts located in Alabama, Arizona, Indiana, Ohio, Mississippi, Tennessee, and Pennsylvania. These districts were randomly assigned to immediate or delayed treatment groups. Once districts began receiving services from CDDRE, the districts and their schools received support in data analysis and achievement planning, selecting research-proven solutions, and monitoring achievement and instructional leadership.
Under No Child Left Behind, thousands of schools are failing to meet adequate yearly progress standards. The number of schools in difficulty outpaced the capacity of state and district leaders to address them. State and district leaders needed replicable strategies to help them ensure success on measured objectives. In response to this need, the Center aimed to develop and rigorously evaluate state, district, and school-level strategies to enhance student achievement and help schools meet their performance goals.
The research questions answered include:
- Do districts that use the CDDRE model of data analysis and instructional review significantly improve student achievement?
- Do districts that use the CDDRE model of data analysis and instructional review, and implement a research-proven solution, significantly improve student achievement?
National leadership and outreach activities
CDDRE produced the Best Evidence Encyclopedia (https://bestevidence.org/) to provide practitioners with reviews of data-proven solutions that cover elementary and secondary math and reading.
Key outcomes
CDDRE successfully designed and implemented a large cluster randomized efficacy trial intended to examine the impact of a composite data-driven intervention. Fifty-nine districts in seven states were randomly assigned to start CDDRE services either immediately or one year later. CDDRE also used a matched evaluation where individual schools in each participating district were matched with control schools that had never experienced CDDRE processes. The randomized study found positive effects on reading and math in fifth and eighth grade by Year 4. In the matched evaluation, significant positive effects were seen on reading scores for fifth and eighth graders in Years 3 and 4. Effects were much larger for schools that selected data-proven actions than for those that selected other programs. The Center also found that the schools that took data-driven action to change teaching and learning produced more gains in student achievement than schools that only provided leaders with data. Additionally, CDDRE found that engaging schools in self-examination techniques, benchmark assessment tools, and information on proven alternatives is an effective way to have schools adopt proven reading programs.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Publications:
Book
Slavin, R., Lake, C., Chambers, B., Cheung, C., and Davis, S. (2009). Effective Beginning Reading Programs: A Best-Evidence Synthesis. Baltimore: Center for Research and Reform in Education, Johns Hopkins University.
Slavin, R., Lake, C., Cheung, A., and Davis, S. (2008). Beyond the Basics: Effective Reading Programs for the Upper Elementary Grades. Baltimore: Center for Research and Reform in Education, Johns Hopkins University.
Book chapter
Chambers, B., Cheung, A., and Slavin, R. (2006). A Review of Research on Alternative Early Childhood Program. In B. Spodek, and O. Saracho (Eds.), Handbook of Research on the Education of Young Children (pp. 347-360). Mahwah, NJ: Lawrence Erlbaum.
Chambers, B., Cheung, A., and Slavin, R.E. (2006). Effective Preschool Programs for Children at Risk of School Failure: A Best-Evidence Synthesis. In B. Spodek (Ed.), Handbook of Research on the Education of Young Children (pp. 347-360). New York: Erlbaum.
Chambers, B., de Botton, O., Cheung, A., and Slavin, R.E. (2012). Effective Early Childhood Programs for Children at Risk of School Failure. In O.N. Saracho, and B. Spodek (Eds.), Handbook of Research on the Education of Young Children (3rd ed., pp. 322-331). New York: Routledge.
Slavin R.E. (2008). Comprehensive School Reform. In C. Ames, D. Berliner, J. Brophy, L. Corno, and M. McCaslin (Eds.), 21st Century Education: A Reference Handbook (pp. 259-266). Thousand Oaks, CA: Sage.
Slavin, R.E. (2009). Systematic Reviews of Research on Educational Programs: Methodological and Substantive Issues. In R. St. Clair (Ed.), Education Science: Critical Perspectives (pp. 53-70). Rotterdam, The Netherlands: Sense.
Slavin, R.E. (2010). Innovations and Early Intervention in the Teaching of Literacy. In P. Peterson, E. Baker, and B. McGaw (Eds.), International Encyclopedia of Education (pp. 221-226). Oxford: Elsevier.
Slavin, R. (2013). Cooperative Learning and Achievement: Theory and Research. In W. Reynolds, G. Miller, and I. Weiner (Eds.), Handbook of Psychology (2nd ed., pp. 199-212). Hoboken, NJ: Wiley.
Slavin, R.E., and Madden, N.A. (2010). Success for All: Prevention and Early Intervention in School-Wide Reform. In J. Meece, and J. Eccles (Eds.), Handbook of Research on Schools, Schooling, and Human Development (pp. 434-445). New York: Routledge.
Slavin, R.E., Madden, N.A., and Chambers, B. (2008). Success for All, Embedded Multimedia, and the Teaching-Learning Orchestra. In S. Neuman (Ed.), Pathways to Literacy Achievement for High Poverty Children: Ready to Learn (pp. 243-259). Baltimore: Paul Brookes.
Journal article, monograph, or newsletter
Chambers, B., Abrami, P.C., Slavin, R.E., and Madden, N.A. (2011). A Three-Tier Model of Reading Instruction Supported by Technology. International Journal of Innovation and Learning, 9 (3): 286-297.
Chambers, B., Abrami, P.C., Tucker, B.J., Slavin, R.E., Madden, N.A., Cheung, A., and Gifford, R. (2008). Computer-Assisted Tutoring in Success for All: Reading Outcomes for First Graders. Journal of Research on Effective Education, 1 (2): 120-137.
Chambers, B., Slavin, R.E., Madden, N.A., Abrami, P.C., Karanzalis, M., and Gifford, R. (2011). Small-Group, Computer-Assisted Tutoring to Improve Reading Outcomes for Struggling First and Second Graders. Elementary School Journal, 111 (4): 625-640.
Cheung, A., and Slavin, R. (2005). Effective Reading Programs for English Language Learners and Other Language Minority Students. Bilingual Research Journal, 29 (2): 241-267.
Cheung, A., and Slavin, R.E. (2012). Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades: A Synthesis of Research. Review of Educational Research, 82 (4): 351-395.
Cheung, A., and Slavin, R.E. (2012). How Features of Educational Technology Applications Affect Student Reading Outcomes: A Meta-Analysis. Educational Research Review, 7 (3): 198-215.
Cheung, A., and Slavin, R.E. (2013). Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best-Evidence Synthesis. Reading Research Quarterly, 48 (3): 277-299.
Cheung, A., and Slavin, R.E. (2013). The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K‐12 Classrooms: A Meta-Analysis. Educational Research Review, 9 : 88-113.
Madden, N.A., Slavin, R.E., Logan, M., and Cheung, A. (2011). Effects of Cooperative Writing With Embedded Multimedia: A Randomized Experiment. Effective Education, 3 (1): 1-9.
Slavin, R. (2005). Evidence-Based Reform in Education: Promise and Pitfalls. Mid-Western Educational Researcher, 18 (1): 8-13.
Slavin, R. (2006). Research and Effectiveness: A ‘10 Percent Solution' That Can Make Evidence-Based Reform a Reality. Education Week, 26 (8): 31, 40.
Slavin, R. (2008). Evidence-Based Reform in Education: Which Evidence Matters?. Educational Researcher, 37 (1): 47-50.
Slavin, R., and Cheung, A. (2005). A Synthesis of Research on Language of Reading Instruction for English Language Learners. Review of Educational Research, 75 (2): 247-284.
Slavin, R., and Lake, C. (2008). Effective Programs in Elementary Mathematics; A Best-Evidence Synthesis. Review of Educational Research, 78 (3): 427-515.
Slavin, R., Chamberlain, A., and Daniels, C. (2007). Preventing Reading Failure. Educational Leadership, 65 (2): 22-27.
Slavin, R., Cheung, A., Groff, C., and Lake, C. (2008). Effective Reading Programs for Middle and High Schools: A Best Evidence Synthesis. Reading Research Quarterly, 43 (3): 290-322.
Slavin, R., Lake, C., and Groff, C. (2009). Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis. Review of Educational Research, 79 (2): 839-911.
Slavin, R.E. (2008). Evidence-Based Reform in Education: What will it Take?. European Educational Research Journal, 7 (1): 124-128.
Slavin, R.E. (2008). What Works? Issues in Synthesizing Educational Program Evaluations. Educational Researcher, 37 (1): 5-14.
Slavin, R.E. (2011). Job One for Title I: Use What Works. Education Week, 30 (26): 24-25.
Slavin, R.E. (2013). Effective Programmes in Reading and Mathematics: Lessons From the Best Evidence Encyclopaedia. School Effectiveness and School Improvement, 24 (4): 383-391.
Slavin, R.E. (2013). Overcoming Four Barriers to Evidence-Based Education. Education Week, 32 (30): 1.
Slavin, R.E., and Madden, N.A. (2011). Measures Inherent to Treatments in Program Effectiveness Reviews. Journal of Research on Educational Effectiveness, 4 (4): 370-380.
Slavin, R.E., and Smith, D. (2009). The Relationship Between Sample Sizes and Effect Sizes in Systematic Reviews in Education. Educational Evaluation and Policy Analysis, 31 (4): 500-506.
Slavin, R.E., Chamberlain, A., Daniels, C., and Madden, N.A. (2009). The Reading Edge: A Randomized Evaluation of a Middle School Cooperative Reading Program. Effective Education, 1 (1): 13-26.
Slavin, R.E., Holmes, G., Madden, N.A., Chamberlain, A., and Cheung, A. (2012). Effects of a Data-Driven District Reform Model on State Assessment Outcomes. American Educational Research Journal, 50 (2): 371-396.
Slavin, R.E., Lake, C., Chambers, B., Cheung, A., and Davis, S. (2009). Effective Reading Programs for the Elementary Grades: A Best-Evidence Synthesis. Review of Educational Research, 79 (4): 1391-1465.
Slavin, R.E., Lake, C., Davis, S., and Madden, N. (2011). Effective Programs for Struggling Readers: A Best-Evidence Synthesis. Educational Research Review, 6 (1): 1-26.
Slavin, R.E., Madden, N.A., Calderón, M.E., Chamberlain, A., and Hennessy, M. (2011). Reading and Language Outcomes of a Multiyear Randomized Evaluation of Transitional Bilingual Education. Educational Evaluation and Policy Analysis, 33 (1): 47-58.
Nongovernment report, issue brief, or practice guide
Slavin, R.E., Lake, C., Hanley, P., and Thurston, A. (2012). Effective Programs for Elementary Science: A Best-Evidence Synthesis. Baltimore: Johns Hopkins University.
Supplemental information
Key Personnel: GwenCarol Holmes
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
