ethanporcaro/eric-fulltext-meta huggingface dataset:
Affordable Online Maths Tuition: Evaluation Report and Executive Summary
Author: Torgerson, Carole
Date: 2016-07-00
Type: Reports - Research
Subjects: Mathematics Instruction,Online Courses,Educational Technology,Technology Uses in Education,Internet,Foreign Countries,Computer Mediated Communication,Tutoring,Intervention,Grade 6,Program Evaluation,Program Effectiveness,Randomized Controlled Trials,Comparative Analysis,Mathematics Achievement,Conventional Instruction,Mathematics Skills,Teacher Attitudes,Standardized Tests,Elementary School Mathematics,Interviews,Online Surveys,Questionnaires,Regression (Statistics),Statistical Analysis

&quot;Affordable Online Maths Tuition&quot; is a one-to-one tutoring programme where pupils receive maths tuition over the internet from trained maths graduates in India and Sri Lanka. It is delivered by the organisation Third Space Learning (TSL). Tutors and pupils communicate using video calling and a secure virtual classroom. Before each session, the pupils' normal classroom teachers are able to select lessons from TSL's maths curriculum to target individual learning issues. The intervention was targeted at Year 6 pupils who were working at Key Stage (KS) 2 level 3 or an insecure KS2 level 4, and was delivered over 27 weeks from September 2014 to May 2015 by (TSL) in an initial testing phase, with support from Nesta and Nominet Trust. The impact of the intervention was evaluated using a randomised controlled trial design, involving 64 schools and 600 pupils. Schools were randomised to either receive the intervention or deliver &quot;business as usual&quot; teaching, which might have involved intensive one-to-one support for maths. A process evaluation was undertaken to understand the perceptions of teachers and pupils, assess whether the intervention was delivered as intended, and inform any future development of the intervention. The evaluation should be considered an efficacy trial. Key conclusions include: (1) The impact evaluation found no evidence that the intervention had an impact on Key Stage 2 maths, compared with &quot;business as usual&quot; teaching and support in Year 6; (2) Teachers were largely positive about the online tuition, and reported that it appeared to improve pupils' comprehension, verbal fluency, and confidence in maths; (3) Schools should consider whether their computer network can support the implementation of an online programme. Teachers were positive about the technical support and user experience of the programme, but some experienced technical challenges in the implementation; (4) As the online tuition is a &quot;talking&quot; intervention, it appeared to work better when the pupils were spaced out in larger rooms so that the noise from other sessions was less distracting; and (5) Future research could examine whether the programme has an impact on pupils' comprehension, mathematical capacities, verbal fluency, and confidence in maths, as this was an outcome reported by teachers.
Evidence-Supported Interventions Associated with Black Students&apos; Education Outcomes: Findings from a Systematic Review of Research
Author: Same, Michelle R.
Date: 2018-02-00
Type: Reports - Research
Subjects: Evidence Based Practice,Intervention,African American Students,Outcomes of Education,Educational Legislation,Federal Legislation,Mathematics Achievement,Reading Achievement,Dropout Rate,Graduation Rate,Elementary School Students,Males,Mentors,Parent Participation,Student Improvement,Improvement Programs,Teacher Student Relationship,Student Evaluation,Formative Evaluation,Expectation,Student Educational Objectives,Assignments,Homework,Educational Change,Time Factors (Learning),Time on Task,After School Programs,Summer Programs,Reading Programs,Urban Schools,Debate,Self Esteem,Educational Policy,School Districts,Teacher Certification,Statistical Significance

REL Midwest conducted a systematic review of research on interventions that may improve academic outcomes for Black students. The review entailed a search for studies that provide evidence at Tier I (strong evidence), Tier II (moderate evidence), or Tier III (promising evidence) according to the Every Student Succeeds Act, and explicitly mention associations between an intervention and Black students' achievement in math or reading, dropout rates, or graduation rates. After screening 3,917 studies, REL Midwest identified 24 studies that provided Tier III evidence (promising evidence) supportive of 22 interventions. No studies were identified that provided Tier I or Tier II evidence. The 22 interventions include consulting with district assistance and intervention teams, hiring certified teachers, adopting the Elementary School Success Profile Model of Assessment and Prevention, adopting the Good Behavior Game with enhanced academic curriculum, connecting male Black youth with school and community mentors, encouraging parents to become involved with their child's education at home, encouraging parental involvement at school, adopting the Positive Action program, adopting the Student Success Skills program, developing student-teacher relationships, using formative assessments, including specific topics in math instruction for students in kindergarten and grade 4, communicating high expectations to students, assigning homework, using instructional reform practices in math, increasing instructional time in math, encouraging students to participate in out-of-school programs, implementing a summer reading program with free books, encouraging participation in urban debate leagues, and introducing Black students to self-affirmation techniques. The 22 interventions and the studies that provide supportive evidence are presented. Three appendices present (1) literature review methodology, (2) a table that lists the interventions supported by promising evidence, and (3) a table that lists interventions found to have no statistically significant associations with achievement outcomes for Black students or that are associated with unfavorable outcomes for Black students.
Butterfly Phonics: Evaluation Report and Executive Summary
Author: Merrell, Christine
Date: 2015-02-00
Type: Reports - Research
Subjects: Phonics,Reading Instruction,Reading Difficulties,Teaching Methods,Randomized Controlled Trials,Reading Comprehension,Comparative Analysis,Statistical Analysis,Intervention,Foreign Countries,Program Evaluation,Program Effectiveness,Elementary Secondary Education

Butterfly Phonics aims to improve the reading of struggling pupils through phonics instruction and a formal teaching style where pupils sit at desks in rows facing the teacher. It is based on a course book created by Irina Tyk, and was delivered in this evaluation by Real Action, a charity based in London. Real Action staff recruited and trained practitioners to deliver the intervention. These practitioners worked with trained teaching assistants to teach classes of six to eight pupils, although some groups were larger. Pupils were eligible for participation in the trial if they did not reach level 4 in their Key Stage 2 SATs or their reading skills were at least a year behind their chronological age. The evaluation was set up as a randomised controlled trial, which compared the progress of pupils who received Butterfly Phonics to a &quot;business-as-usual&quot; control group. Key conclusions include: (1) This evaluation provided evidence of promise; there was a positive, statistically significant effect on the primary outcome measure of reading comprehension. However, this effect size was lower than the minimum detectable effect size of the trial, so we cannot confidently conclude that the effect was due to the intervention and did not occur by chance; (2) The secondary outcome measures indicated positive impacts on children's literacy skills, but these were not statistically significant; (3) This intervention is recommended to take place during the school day, when it is easier to secure sustained co-operation and support from school staff. Where that support was present, the intervention was able to progress more satisfactorily than in schools where it was lacking; (4) Schools should ensure that people delivering the intervention receive training in the Butterfly method so that it is implemented as intended; and (5) Further research could investigate the intervention's impact on early readers. Its emphasis on larger word units and comprehension skills might enable a more rapid progression in early reading than a pure phonics course. [The project was independently evaluated by a team from the Centre for Evaluation and Monitoring (CEM) and the Wolfson Institute for Health and Wellbeing at Durham University.]
Evidence on Tips for Supporting Reading Skills at Home
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2018-00-00
Type: Reports - Research
Subjects: Reading Skills,Young Children,Family Environment,Parent Role,Emergent Literacy,Interpersonal Communication,Reading Aloud to Others,Sentences,Word Recognition,Phonics,Reading Fluency,Oral Reading,Kindergarten,Grade 1,Grade 2,Grade 3,Educational Research,Standards

This document begins by providing four tips parents and care takers can use to supporting childrens' reading skills at home: (1) Have conversations before, during, and after reading together; (2) Help children learn how to break sentences into words and words into syllables; (3) Help children sound out words smoothly; and (4) Model reading fluently by practicing reading aloud with your children. The evidence supporting each of the four tips is drawn from research that meets rigorous standards established by the What Works Clearinghouse (WWC). This document summarizes the evidence from studies conducted in classroom settings that included the practice described in the tips for supporting reading skills at home. For each tip, it provides the number of studies that included the practice and how many of those studies found positive effects. For studies that found positive effects, it provides additional details about how school staff implemented the practice. Although the practices described in the tips might be effective in home settings, no studies assessed these practices involving parents or caregivers at home. [To learn more about the research evidence and see the full reference list, see &quot;Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. Educator's Practice Guide. NCEE 2016-4008,&quot; (ED566956). For &quot;Tips for Supporting Reading Skills at Home,&quot; see ED581120.]
Tips for Supporting Reading Skills at Home
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Reading Skills,Young Children,Family Environment,Parent Role,Emergent Literacy,Interpersonal Communication,Reading Aloud to Others,Sentences,Word Recognition,Phonics,Reading Fluency,Oral Reading,Kindergarten,Grade 1,Grade 2,Grade 3

This document provides the following four tips for supporting reading skills for children ages K-3 at home: (1) Have conversations before, during, and after reading together; (2) Help children learn how to break sentences; (3) Help children sound out words smoothly; and (4) Model reading fluently by practicing reading out loud with your child. These tips help parents and caregivers carry out the recommended practices described in the Institute of Education Sciences Educator's practice guide, &quot;Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. Educator's Practice Guide. NCEE 2016-4008&quot; (ED566956). Each tip highlights evidence-based practices from classroom settings that could also help parents or caregivers develop their children's reading at home. A panel of experts developed and authored the practice guide. This document is intended to be a companion to the practice guide. Step by step, it details and explains each of the four tips, providing sample questions, definitions, reminders, and which skills each tip is helping to build. A list of references can be found in the &quot;Educator's Practice Guide&quot; (ED566956). [For more information about the evidence for these practices, see &quot;Evidence on Tips for Supporting Reading Skills at Home&quot; ED581119.]
Trends in High School Dropout and Completion Rates in the United States: 2014. NCES 2018-117
Author: McFarland, Joel
Date: 2018-03-00
Type: Numerical/Quantitative Data
Subjects: Dropout Rate,Graduation Rate,High School Graduates,High School Students,Incidence,Age Differences,High School Freshmen,Hispanic American Students,Ethnicity,Asian American Students,White Students,African American Students,American Indian Students,Alaska Natives,Pacific Islanders,High School Equivalency Programs,Gender Differences,Employment Level,Individual Characteristics,Institutionalized Persons,Public Schools,Private Schools

This report draws on an array of nationally representative surveys and administrative datasets to present statistics on high school dropout and completion rates. The report includes estimates of the percentage of students who drop out in a given 12-month period (event dropout rates), the percentage of young people in a specified age range who are high school dropouts (status dropout rates), and the percentage of young people in a specified age range who hold high school credentials (status completion rates). In addition, the report includes data on the percentage of students who graduate within four years of starting ninth grade (adjusted cohort graduation rates) and an estimated on-time graduation rate used to examine long-term trends (averaged freshman graduation rate. This report updates a series of NCES reports on high school dropout and completion rates that began in 1988.
Catch Up® Numeracy: Evaluation Report and Executive Summary
Author: Education Endowment Foundation (EEF) (United Kingdom)
Date: 2014-02-00
Type: Reports - Research
Subjects: Numeracy,Mathematics Instruction,Mathematics Skills,Teaching Methods,Intervention,Number Concepts,Elementary School Students,Foreign Countries,Elementary School Mathematics,Program Effectiveness,Comparative Analysis,Teacher Aides,Randomized Controlled Trials,Program Evaluation,Mathematics Tests,Documentation,Scores,Interviews,Age Differences,Socioeconomic Status,Gender Differences,Pretests Posttests,Costs

Catch Up® Numeracy is a one to one intervention for learners who are struggling with numeracy. It consists of two 15-minute sessions per week, delivered by teaching assistants (TAs). The approach is based on research indicating that numeracy is not a single skill, but a composite of several component skills that are relatively discrete. The intervention breaks numeracy down into ten elements, including counting verbally, counting objects, word problems and estimation. Pupils are assessed on each component and instruction is targeted on those areas requiring development. In this evaluation, the intervention was run for 30 weeks and delivered to Year 2-6 pupils who were struggling with numeracy, as identified by TAs. The Catch Up Numeracy intervention was compared to a 'business as usual' control group and a 'time equivalent' intervention group, who received the same amount of one to one teaching by TAs, but did not use Catch Up Numeracy. Those TAs delivering Catch Up Numeracy were supplied with detailed session plans and received three half-day training sessions, led by Catch Up and Dr Ann Dowker of the University of Oxford. The project ran from September 2012 to July 2013. [The project was independently evaluated by a team from the National Foundation for Educational Research, led by Simon Rutt.]
ThinkForward: Evaluation Report and Executive Summary
Author: Demack, Sean
Date: 2016-11-00
Type: Reports - Research
Subjects: Coaching (Performance),Secondary School Students,At Risk Students,Transitional Programs,Adolescents,Foreign Countries,Randomized Controlled Trials,Comparative Analysis,Program Evaluation,Program Effectiveness,Summer Programs,Qualitative Research,Intervention,Scores,Student Attitudes,Attendance,Teacher Attitudes,Student Behavior,Readiness

ThinkForward is a coaching programme, developed by Impetus Private Equity Foundation, which is designed to support secondary school pupils. ThinkForward is targeted at pupils who have been identified as being at high risk of not being in education, employment or training (NEET) following the completion of compulsory education. Coaches are assigned to schools and work with selected pupils as they progress through Key Stage 4 (GCSEs), with the aim of supporting them to make a successful transition into adulthood. The programme provides targeted support tailored to pupils' needs through one-to-one and group work. The programme usually works with young people aged 14-19, though this pilot focused only on the intervention up to age 16, prior to pupils leaving school. The pilot involved Year 10 and 11 pupils in four London secondary schools, beginning in January 2014. The Y11 pupils received up to six months of ThinkForward until their GCSEs in summer 2014. The Y10 pupils received up to 18 months of ThinkForward up until their GCSEs in summer 2015. The pilot was evaluated using a range of qualitative methods and a small Randomised Controlled Trial (RCT). The aims of the evaluation were to determine whether a future large-scale evaluation was possible, and to gain an initial estimate of the programme's impact on GCSE scores, the likelihood of continuing into post-compulsory education, and decreasing pupil absences. Randomisation took place at both school and pupil level. Within the two randomly assigned intervention schools, eligible pupils were randomly allocated either to an intervention group or a within-school control group. Across the four schools, there were 181 pupils in the Y11 cohort, 40 of whom received the intervention, and 160 pupils in the Y10 cohort, 37 of whom received the intervention. Key conclusions include: (1) The approach is not ready for a large school level randomised controlled trial; (2) Before a further trial, it would be necessary to solve data collection issues and to develop an approach that allows the intervention to be targeted at pupils at risk of becoming NEET, while conducting a rigorous randomised controlled trial; (3) Future trials should not use pupil-level randomisation because it is likely that the intervention has 'spillover' effects to other pupils; (4) The trial did not find evidence that the programme had an impact on GCSE scores, absences, or attitudes. This was a small pilot RCT so these findings have low security; and (5) Teachers reported benefits, particularly during the later months of the pilot, where they observed impacts on the intervention pupils' behaviour.
Thinking, Doing, Talking Science: Evaluation Report and Executive Summary
Author: Hanley, Pam
Date: 2015-06-00
Type: Reports - Research
Subjects: Science Instruction,Elementary School Science,Teaching Methods,Thinking Skills,Inquiry,Faculty Development,Creative Teaching,Planning,Teacher Collaboration,Lesson Plans,Interdisciplinary Approach,Randomized Controlled Trials,Comparative Analysis,Foreign Countries,Elementary School Teachers,Quasiexperimental Design,Pretests Posttests,Logical Thinking,Teacher Surveys,Questionnaires,Student Attitudes,Institutional Characteristics,Student Characteristics,Low Income Groups,Standardized Tests,Intervention

Thinking, Doing, Talking Science (TDTS) is a programme that aims to make science lessons in primary schools more practical, creative and challenging. Teachers are trained in a repertoire of strategies that aim to encourage pupils to use higher order thinking skills. For example, pupils are posed 'Big Questions,' such as 'How do you know that the earth is a sphere?' that are used to stimulate discussion about scientific topics and the principles of scientific enquiry. Two teachers from each participating school received five days of professional development training delivered by a team from Science Oxford and Oxford Brookes University. The training did not aim to provide participating teachers with a set of 'off-the-shelf' lesson plans to be delivered in schools; rather, it sought to support teachers to be more creative and thoughtful in planning their science lessons. In addition, teachers had dedicated time to work with colleagues to plan and review lessons taught as part of the project. Teachers were also encouraged to link pupils' learning in science, with their learning in numeracy and literacy. This project sought to assess the impact of the programme on the academic outcomes and attitudes towards science of Year 5 pupils. 655 pupils from 21 schools across England completed the project. Participating schools followed the programme for the entirety of the 2013/14 academic year. A further 20 schools formed a randomised comparison group and did not receive training in the approach until the following year. Key conclusions include: (1) Thinking, Doing, Talking Science appeared to have a positive impact on the attainment of pupils in science. Overall, Year 5 pupils in schools using the approach made approximately three additional months' progress; (2) There are some indications that the approach had a particularly positive effect on pupils eligible for free school meals, but further research is needed to explore this; (3) The programme had a particularly positive effect on girls and on pupils with low prior attainment; (4) The approach had a positive impact on pupils' attitudes to science, science lessons, and practical work in particular; and (5) National test data will be used to assess the English and mathematics outcomes of participating pupils and to measure the long-term impact of the approach. In addition, further research could be conducted to investigate whether this result can be replicated in a larger number of schools.
Fresh Start: Evaluation Report and Executive Summary
Author: Gorard, Stephen
Date: 2015-02-00
Type: Reports - Research
Subjects: Foreign Countries,Intervention,Literacy Education,At Risk Students,Secondary School Students,Phonics,Reading Difficulties,Reading Skills,Randomized Controlled Trials,Remedial Reading,Reading Tests,Classroom Techniques,Teaching Methods,Program Evaluation,Program Effectiveness,Institutional Characteristics,Student Characteristics,Comparative Analysis

Fresh Start (FS) is a catch-up literacy intervention for pupils at risk of falling behind their peers in early secondary schooling. It provides systematic and rigorous practice in phonics so that pupils are at an appropriate level to join the mainstream group after completion of the intervention. Pupils are assessed and then grouped according to their levels of reading ability. Teaching in these groups begins with recognition, practice and blending of sounds and graphemes, based on a set of module booklets. This evaluation involved 433 pupils in Year 7, in ten secondary schools, who had failed to achieve a &quot;secure&quot; National Curriculum Level 4 (4b and above) in their primary KS2 results for English. Of these, 212 within all schools were randomly allocated to receive the intervention for 22 weeks during their first year at secondary school. This shorter time period was partly justified because the pupils are at secondary school. The other 221 pupils were randomly allocated to a control group in phase one, and received the intervention the following year. The intervention was organised by taking pupils out of regular English lessons for one hour, three times per week. Key conclusions include: (1) Fresh Start shows considerable promise as an effective catch-up intervention for low-attaining readers at the transition phase from primary to secondary school; (2) Pupils must be grouped according to the reading scores obtained from a Fresh Start screening test. Each group has a homogeneous level in terms of pupil reading abilities; (3) Continuous feedback to teachers and support from trainers assists successful implementation; and (4) It is feasible for schools to conduct evaluations of their own planned interventions, under favourable circumstances, and with some advice and oversight from independent expert evaluators.