ethanporcaro/eric-fulltext-meta huggingface dataset:
Do Typical RCTs of Education Interventions Have Sufficient Statistical Power for Linking Impacts on Teacher Practice and Student Achievement Outcomes? NCEE 2009-4065
Author: Schochet, Peter Z.
Date: 2009-10-00
Type: Reports - Evaluative
Subjects: Statistical Analysis,Intervention,Teacher Influence,Teaching Methods,Academic Achievement,Scores,Achievement Gains,Least Squares Statistics,Computation,Models,Control Groups,Error of Measurement

For RCTs of education interventions, it is often of interest to estimate associations between student and mediating teacher practice outcomes, to examine the extent to which the study's conceptual model is supported by the data, and to identify specific mediators that are most associated with student learning. This paper develops statistical power formulas for such exploratory analyses under clustered school-based RCTs using ordinary least squares (OLS) and instrumental variable (IV) estimators, and uses these formulas to conduct a simulated power analysis. The power analysis finds that for currently available mediators, the OLS approach will yield precise estimates of associations between teacher practice measures and student test score gains only if the sample contains about 150 to 200 study schools. The IV approach, which can adjust for potential omitted variable and simultaneity biases, has very little statistical power for mediator analyses. For typical RCT evaluations, these results may have design implications for the scope of the data collection effort for obtaining costly teacher practice mediators. Proof of Equation (18) is appended. (Contains 4 tables, 2 figures, and 4 footnotes.)
Compendium of Student, Teacher, and Classroom Measures Used in NCEE Evaluations of Educational Interventions: Volume I. Measures Selection Approaches and Compendium Development Methods. NCEE 2010-4012
Author: Boller, Kimberly
Date: 2010-04-07
Type: Reference Materials - General
Subjects: Teaching Methods,Intervention,Elementary Secondary Education,Program Effectiveness,Program Evaluation,Measures (Individuals),Outcomes of Education,Academic Achievement,Student Evaluation,Pedagogical Content Knowledge,Knowledge Base for Teaching,Classroom Techniques

This report contains resources to help researchers and policymakers review measures used in NCEE evaluations of educational interventions. The measures included in the Compendium are applicable to settings for preschool through grade 12. The Compendium discusses criteria and their importance in selecting measures for assessing intervention impacts on student, teacher, and classroom outcomes, and presents profiles or table summaries of these measures. In expectation that the information in this document will be used under diverse circumstances for varied purposes, background information is presented in report format. The materials will be most useful when used in consultation with an assessment expert. (Contains 7 tables, 1 figure, 1 exhibit and 5 footnotes.) [For Volume 2, see ED511792.]
AVID (Advancement Via Individual Determination). What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Educational Research,Instructional Effectiveness,Intervention,College Preparation,Academic Support Services,Advanced Placement Programs,Middle School Students,High School Students,Adolescents,Literacy,Reading Comprehension

&quot;AVID&quot; (&quot;Advancement Via Individual Determination&quot;) is a college-readiness program whose primary goal is to prepare middle and high school students for enrollment in four-year colleges through increased access to and support in advanced courses. The program, which focuses on underserved, middle-achieving students (defined as students earning B, C, and even D grades), places students in college preparatory classes (e.g., honors and Advancement Placement classes) while providing academic support through a daily elective period and ongoing tutorials. The What Works Clearinghouse (WWC) reviewed 66 studies on &quot;AVID&quot; for adolescent learners. One of these studies meets WWC evidence standards with reservations; the remaining 65 studies do not meet either WWC evidence standards or eligibility screens. Based on one study, the WWC found no discernible effects on comprehension for adolescent learners. The conclusions presented in this report may change as new research emerges. Appendices include: (1) Study characteristics: Rorie, 2007; (2) Outcome measure for the comprehension domain; (3) Summary of study findings included in the rating for the comprehension domain; (4) &quot;AVID (Advancement Via Individual Determination)&quot; rating for the comprehension domain; and (5) Extent of evidence by domain. (Contains 8 footnotes.)
Compendium of Student, Teacher, and Classroom Measures Used in NCEE Evaluations of Educational Interventions: Volume II. Technical Details, Measure Profiles, and Glossary (Appendices A-G). NCEE 2010-4013
Author: Malone, Lizabeth M.
Date: 2010-04-07
Type: Reference Materials - General
Subjects: Teacher Characteristics,Academic Achievement,Measurement Techniques,Profiles,Teaching Methods,Intervention,Elementary Secondary Education,Program Effectiveness,Program Evaluation,Measures (Individuals),Outcomes of Education,Student Evaluation,Pedagogical Content Knowledge,Knowledge Base for Teaching,Classroom Techniques,Educational Researchers

This report contains resources to help researchers and policymakers review measures used in NCEE evaluations of educational interventions. The measures included in the Compendium are applicable to settings for preschool through grade 12. The Compendium discusses criteria and their importance in selecting measures for assessing intervention impacts on student, teacher, and classroom outcomes, and presents profiles or table summaries of these measures. In expectation that the information in this document will be used under diverse circumstances for varied purposes, background information is presented in report format. The materials will be most useful when used in consultation with an assessment expert. Appendices include: (1) Profile and Summary Table Contents; (2) Student Achievement and Development Measure Profiles and Table of Recently Developed Measures; (3) Teacher Knowledge Measure Profiles and Table of Recently Developed Measures; (4) Classroom Practices and Settings Measure Profiles and Table of Recently Developed Measures; (5) Glossary of Terms; (6) Cross-Walk of Official NCEE or REL Study Names, Abbreviated Names, and Web Addresses; and (7) Index of Student Achievement/Development Measures Included in the Compendium, by Category. A glossary and a list of sources are included. Individual sections contain references. (Contains 8 tables, 2 exhibits, and 1 footnote.) [For Volume I, see ED511790.]
Corrective Reading. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Educational Research,Instructional Effectiveness,Intervention,Reading Programs,Reading Instruction,Decoding (Reading),Reading Comprehension,Reading Fluency,Adolescents,Literacy,Grade 5,Elementary School Students,Reading Achievement

&quot;Corrective Reading&quot; is designed to promote reading accuracy (decoding), fluency, and comprehension skills of students in grades 4-12 who are reading below their grade level. The program includes four sequential levels that address students' decoding skills and six sequential levels that address students' comprehension skills. The levels are designed to target students who need assistance with particular types of reading skills based on the results of &quot;Corrective Reading&quot; placement tests (see the Teaching section for more details on the different levels). The decoding and comprehension components can be used separately as a supplemental reading intervention or combined for use as a reading intervention curriculum. All lessons in the program are sequenced and scripted. &quot;Corrective Reading&quot; can be implemented in small groups of four to five students or in a whole-class format. &quot;Corrective Reading&quot; is intended to be taught in 45-minute lessons four to five times a week. The What Works Clearinghouse (WWC) reviewed 129 studies on &quot;Corrective Reading&quot; for adolescent learners. One of these studies meets WWC evidence standards; the remaining 128 studies do not meet either WWC evidence standards or eligibility screens. Based on one study, the WWC found no discernible effects on alphabetics, reading fluency, or comprehension for adolescent learners. The conclusions presented in this report may change as new research emerges. Appendices include: (1) Study characteristics: Torgesen et al. (2006); (2) Outcome measures; (3) Summary of study findings included in the ratings; (4) Summary of follow-up findings; (5) &quot;Corrective Reading&quot; ratings; and (6) Extent of evidence by domain. (Contains 10 footnotes.)
Everyday Mathematics[R]. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Educational Research,Instructional Effectiveness,Intervention,Core Curriculum,Elementary School Mathematics,Mathematics Achievement,Elementary School Students,Problem Solving,Mathematical Concepts

&quot;Everyday Mathematics&quot;[R], published by Wright Group/McGraw-Hill, is a core curriculum for students in prekindergarten through grade 6. At each grade level, the &quot;Everyday Mathematics&quot;[R] curriculum provides students with multiple opportunities to learn concepts and practice skills. Across grade levels, concepts are reviewed and extended in varying instructional contexts. The distinguishing features of &quot;Everyday Mathematics&quot;[R] are its focus on real-life problem solving, student communication of mathematical thinking, and appropriate use of technology. This curriculum also emphasizes balancing different types of instruction (including collaborative learning), using various methods for skills practice, and fostering parent involvement in student learning. The What Works Clearinghouse (WWC) reviewed 72 studies on &quot;Everyday Mathematics&quot;[R] for elementary students. One of these studies meets WWC evidence standards with reservations; the remaining 71 studies do not meet either WWC evidence standards or eligibility screens. Based on this study, the WWC found potentially positive effects in math achievement for elementary students. The conclusions presented in this report may change as new research emerges. Appendices include: (1) Study characteristics: Waite, 2000; (2) Outcome measure for the math achievement domain; (3) Summary of study findings included in the rating for the math achievement domain; (4) Summary of subtest findings for the math achievement domain; (5) &quot;Everyday Mathematics&quot;[R] rating for the math achievement domain; and (6) Extent of evidence by domain. (Contains 10 footnotes.)
An Ethics Curriculum for Children. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2006-09-08
Type: Reports - Evaluative
Subjects: Educational Research,Instructional Effectiveness,Intervention,Ethical Instruction,Elementary School Curriculum,Values Education,Elementary School Students,Behavior,Attitudes,Values,Knowledge Level,Ethnocentrism,Ethics

&quot;An Ethics Curriculum for Children,&quot; a read-aloud literature-based curriculum, aims to teach elementary school students seven universal attributes of good character. Lessons and home assignments are organized around multicultural stories. The program activities are designed to connect the experiences of characters in the stories to students' own lives. &quot;An Ethics Curriculum for Children&quot; also includes integration of character education themes across curricular topics and parental notification and involvement, optional parts of the implementation of this program. The What Works Clearinghouse (WWC) reviewed three studies on An Ethics Curriculum for Children. One study met WWC evidence standards with reservations. It reported student outcomes in the behavior and attitudes, knowledge, and values domains for students in grades 1-3 and students in grades 4-6 separately. None of the WWC-computed overall effect sizes were statistically significant or large enough to be substantively important. So the WWC rated the program as having no discernible effects in the behavior or the knowledge, attitudes, and values domains. Character education, an evolving field, is beginning to establish a research base. The evidence presented in this report is limited and may change as new research emerges. Appendices include: (1) Study characteristics: Leming, 2000 (quasi-experimental design); (2) Outcome measures in the behavior domain and in the knowledge, attitudes, and values domain; (3) Summary of study findings included in the ratings for the behavior domain and the knowledge, attitudes, and values domain; and (4) Ratings for the behavior domain and for the knowledge, attitudes, and values domain. (Contains 5 footnotes.)
Saxon Elementary School Math. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Educational Research,Instructional Effectiveness,Core Curriculum,Elementary School Mathematics,Elementary School Students,Mathematics Achievement

&quot;Saxon Elementary School Math,&quot; published by Houghton Mifflin Harcourt, is a core curriculum for students in kindergarten through grade 5. A distinguishing feature of &quot;Saxon Elementary School Math&quot; is its use of a distributed approach, as opposed to a chapter-based approach, for instruction and assessment. The program is built on the premise that students learn best when instruction is incremental and explicit, previously learned concepts are continually reviewed, and assessment is frequent and cumulative. At each grade level, math concepts are introduced, reviewed, and practiced over time in order to move students from understanding to mastery to fluency. For grades K-3, the &quot;Saxon Elementary School Math&quot; curriculum emphasizes hands-on activities and teacher-directed math conversations that engage students in learning. The curriculum for grades 4-5 also uses math conversations to introduce new concepts, and shifts the focus to student-directed learning. The What Works Clearinghouse (WWC) reviewed 20 studies on &quot;Saxon Elementary School Math&quot; for elementary school students. One of these studies meets WWC evidence standards; two studies meet WWC evidence standards with reservations; the remaining 17 studies do not meet either WWC evidence standards or eligibility screens. Based on the three studies, the WWC found mixed effects on mathematics achievement for elementary school students. The conclusions presented in this report may change as new research emerges. Appendices include: (1) Study characteristics; (2) Outcome measures for the mathematics achievement domain; (3) Summary of study findings included in the rating for the mathematics achievement domain; (4) Summary of subgroup and subscale findings for the mathematics achievement domain; (5) &quot;Saxon Elementary School Math&quot; rating for the mathematics achievement domain; and (6) Extent of evidence by domain. (Contains 7 footnotes.)
Accelerated Math[TM]. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Elementary School Students,Assignments,Mathematics Achievement,Computer Software,Individualized Instruction,Intervention,Mathematics Curriculum,Elementary Education,Elementary School Mathematics,Mathematics Instruction,Mathematics Education,Teaching Methods

&quot;Accelerated Math&quot;[TM], published by Renaissance Learning, is a software tool used to customize assignments and monitor progress in mathematics for students in grades 1-12. &quot;Accelerated Math&quot;[TM] creates individualized assignments that align with state standards and national guidelines, scores student work, and generates formative feedback through reports for teachers and students. The software can be used in conjunction with the existing math curriculum to add practice components and aid teachers in differentiating instruction via the program's progress-monitoring data. The What Works Clearinghouse (WWC) reviewed 32 studies on &quot;Accelerated Math&quot;[TM]. One of these studies meets WWC evidence standards; two studies meet WWC evidence standards with reservations; the remaining 29 studies do not meet either WWC evidence standards or eligibility screens. Based on the three studies, the WWC found mixed effects in math achievement for elementary school students. The conclusions presented in this report may change as new research emerges. Appendices include: (1) Study characteristics; (2) Outcome measures for the math achievement domain; (3) Summary of study findings included in the rating for the math achievement domain; (4) &quot;Accelerated Math&quot;[TM] rating for the math achievement domain; and (5) Extent of evidence by domain. (Contains 10 footnotes.)
A Brief History of Educational Assessment in the Philippines
Author: Magno, Carlo
Date: 2010-07-00
Type: Journal Articles
Subjects: Educational Assessment,Program Effectiveness,Measurement,Professional Associations,Foreign Countries,Accountability,Educational History,Surveys,Academic Achievement

The report presents a primer on the history of educational assessment in the Philippines. The history of educational assessment is described by the different pillars that contributed to its development. These factors include timelines of government mandates, studies done in the national level, universities that shape experts in the field, professional association, and pioneered researches. The history of educational assessment is divided by the early years, contemporary period, and future direction. The early years include the Monroe survey, Research, Evaluation and Guidance Division of the Bureau of Public Schools, Economic Survey Committee, Prosser Survey, and UNESCO survey. The contemporary period is marked by the EDCOM report of 1991, Philippine Education Sector Study, the role of the Fund for Assistance to Private Organization (FAPE) and the creation of the Center for Educational Measurement (CEM) and the Asian Psychological Services and Assessment Corporation (APSA). The article described future directions of educational assessment about the expanding role of educational assessment specialists in school and creating niches for future studies. [&quot;Educational Measurement and Evaluation Review&quot; or &quot;EMEReview&quot; is published by the Philippine Educational Measurement and Evaluation Association.]
Korean Students' Language Learning Strategies and Years of Studying English as Predictors of Proficiency in English
Author: Magno, Carlo
Date: 2010-06-00
Type: Journal Articles
Subjects: Foreign Students,College Students,Learning Strategies,English (Second Language),Foreign Countries,Second Language Learning,Second Language Instruction,Predictive Measurement,Predictor Variables,Language Tests,Secondary School Students,Multiple Regression Analysis,Time Factors (Learning),Language Proficiency,Asians

This study predicted the English proficiency of Korean students using the components of the Strategy Inventory for Language Learning (SILL) and number of months spent in the formal study of English. There were 302 Korean students, ages 14-18, who were requested to answer the Strategy Inventory for Language Learning (SILL) and an English ability test. The SILL includes strategies on memory, cognitive, compensation, metacognitive, affective, and social strategies. An English Ability Test was used to measure skills on using grammar, increasing vocabulary, detecting grammatical errors, and reading comprehension. The multiple regression was used to analyze whether the SILL subscales and months spent in the formal study of English can significantly predict English proficiency. Only the compensation strategy and months spent in the formal study of English significantly predicted English ability. There was an increase in R (0.35) when the months spent in the formal study of English were added with the SILL as predictors of English proficiency. (Contains 4 tables.)
How the ARCS Was Done. NCSALL Occasional Paper
Author: National Center for the Study of Adult Learning and Literacy
Date: 2000-02-00
Type: Reports - Descriptive
Subjects: Site Selection,Language Tests,Adult Basic Education,Adult Education,Adult Learning,Adult Students,Interviews,Reading Tests,Questionnaires,Material Development,Scoring,English (Second Language),Limited English Speaking,Reading Difficulties,Adult Literacy,Listening Skills,Reading Skills

The National Center for the Study of Adult Learning and Literacy (NCSALL) Adult Reading Components Study (ARCS) was the first large-scale attempt to describe the reading of students enrolled in adult basic education (ABE) and English for speakers of other languages (ESOL) using a battery of individually administered reading and language tests. From May 1998 to June 1999 nearly 1,000 adult learners were tested at over 30 learning centers in eight states. This report recounts in practical terms how Adult Reading Components Study was carried out. Organized chronologically, it covers the initial design of the test battery and questionnaire, piloting, site selection, interviewer training, preparation of materials, interaction with participating adult education centers, scheduling, interviewing, and the procedures used for scoring incoming data and entering it in the data base. Five recommendations are presented that could help to make or break future studies. The intended audience for this report includes individuals and groups who are considering carrying out similar research, such as US DOE agencies, university-based researchers, and state and local adult education officials. [The Adult Reading Components Study was funded by the US Department of Education Office of Educational Research and Improvement (OERI) and the Office for Vocational and adult Education (OVAE).]