Education Drivers

Goals Of Intervention

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The Link Between School Attendance and Good Health.

The American Academy of Pediatrics just released a policy statement regarding the negative impact that chronic student absenteeism has on children’s health. They cite numerous ways the two are linked. The policy statement finishes with a discussion of roles the medical community can play working with schools and families to help address this problem. 

 

Allison, M. A., & Attisha, E. (2019). The Link Between School Attendance and Good Health. Pediatrics, e20183648.

 

Reimagining the School Day: Innovative Schedules for Teaching and Learning

A new report from the Center for American Progress suggests American students would be better served by allowing teachers more time to collaborate with colleagues, planning lessons, and reviewing the effects of instruction.

Benner, M. & Partelow, L. (2017). Reimagining the School Day: Innovative Schedules for Teaching and Learning. Washington, D.C.: Center for American Progress.

Teaching high-expectation strategies to teachers through an intervention process.

This study describes the outcomes of an intervention focused on the strategies and practices of high expectation teachers. Findings revealed that teachers involved in the intervention refined and changed their practices by creating flexible grouping, enhancing the class climate, and supporting students’ goal setting. 

McDonald, L., Flint, A., Rubie-Davies, C. M., Peterson, E. R., Watson, P., & Garrett, L. (2016). Teaching high-expectation strategies to teachers through an intervention process. Professional Development in education42(2), 290-307.

The Impacts of Reading Recovery at Scale: Results From the 4-Year i3 External Evaluation

A recent large-scale evaluation of Reading Recovery, a supplemental reading program for young struggling readers, supports previous research that found it to be effective.  In a 4 year, federally funded project, almost 3,500 students in 685 schools found that generally students benefitted from the intervention. Students receiving Reading Recovery receive supplemental services in a 1:1 instructional setting for 30 minutes 5 days a week from an instructor trained in Reading Recovery.  In the study reported here, students who received Reading Recovery had effect sizes of .35-.37 relative to a control group across a number of measures of reading.  These represent moderate effect sizes and account for about a 1.5 month increase in skill relative to the control group.  Even though the research supports the efficacy of the intervention, it also raises questions about its efficiency.  The schools that participated in the study served about 5 students and the estimated cost per student has ranged from $2,000-$5,000.  These data raise questions about the wisdom of spending this much money per student for growth of about a month and a half.

Sirinides, P., Gray, A., & May, H. (2018). The Impacts of Reading Recovery at Scale: Results From the 4-Year i3 External Evaluation. Educational Evaluation and Policy Analysis, 0162373718764828.

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