Categories for External Influences

Should financing be a component of evidence-based decision making?

June 18, 2021

Cost-Effectiveness Analysis: A Component of Evidence-Based Education. Including cost-effectiveness data in the evaluation of programs is the next step in the evolution of evidence-based practice. Evidence-based practice is grounded in three complementary elements: best available evidence, professional judgment, and client values and context. To fully apply the cost-effectiveness data, school administrators will have to rely on all three of these elements. The function of cost-effectiveness data is to guide decisions about how limited financial resources should be spent to produce the best educational outcomes. To do so, it is necessary for decision makers to choose between options with known cost-effectiveness ratios while working within the budget constraints. In this article, I discuss some of the considerations that have to be addressed in the decision-making process and implications of including cost-effectiveness analyses in data-based decision making.

Citation: Detrich, R. (2020). Cost-effectiveness analysis: A component of evidence-based education. School Psychology Review, 1-8.

Link:

https://www.tandfonline.com/doi/abs/10.1080/2372966X.2020.1827864

 


 

How does money fit in the equation when evidence-based decision making?

June 17, 2021

A Cost Analysis of the Innovation–Decision Process of an Evidence-Based Practice in Schools. The translation of evidence-based practices (EBPs) to improve students’ social, emotional, behavioral, and academic out- comes into authentic school settings has posed significant challenges for both researchers and practitioners. Among the many barriers to the adoption and use of EBPs are their associated costs. This study presents a framework for integrating the diffusion of innovation theory into an economic evaluation utilizing a societal perspective, which affords the capturing of costs of all phases from adoption through implementation of EBPs for all stakeholders.

Citation: Barrett, C. A., Pas, E. T., & Johnson, S. L. (2020). A Cost Analysis of the Innovation–Decision Process of an Evidence-Based Practice in Schools. School Mental Health12(3), 638-649.

Link: A Cost Analysis of the Innovation–Decision Process of an Evidence-Based Practice in Schools

 


 

What do we know about standardized testing?

May 19, 2021

Standardized Testing and the Controversy Surrounding It. The purpose of this paper is to provide a general understanding of standardized testing as well as the current controversy surrounding it, particularly in the context of performance-based accountability systems. The overview addresses the following questions related to standardized testing:

  • What do stakeholders need to understand about standardized testing?
  • What is the history of standardized tests and how have the tests been used?
  • What are the reasons for the current controversy over standardized testing?

Citation: Polster, P.P., Detrich, R., & States, J., (2021). Standardized Testing: The Controversy Surrounding It. Oakland, CA: The Wing Institute. https://www.winginstitute.org/student-standardized-tests.

Link: https://www.winginstitute.org/student-standardized-tests

 


 

What teacher prerequisites need to be in place for using formative assessment in their classroom practice?

May 12, 2021

Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. Formative assessment has the potential to support teaching and learning in the classroom. This study reviewed the literature on formative assessment to identify prerequisites for effective use of formative assessment by teachers. The results show that (1) knowledge and skills (e.g., data literacy), (2), psychological factors (e.g., social pressure), and (3) social factors (e.g., collaboration) influence the use of formative assessment. The prerequisites identified can inform professional development initiatives regarding formative assessment, as well as teacher education programs.

Citation: Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103, 101602.

Link: https://www.sciencedirect.com/science/article/pii/S0883035520300082

 


 

How important is assessment during Covid-19?

May 5, 2021

NEPC Review: “Student Assessment During COVID-19. School closings and the ever-increasing number of deaths provide the backdrop for a proposal by the Center for American Progress (CAP) to deny waivers of the federally mandated administration of standardized tests in spring 2021. Further, the federal government proposes to add to those assessments in ways that CAP argues would make the test results more useful. In its recent report, CAP sides with the Department of Education’s policy of denying such requests for waivers, and it calls for additional assessments that “capture multiple as- pects of student well-being, including social-emotional needs, engagement, and conditions for learning” as well as supplementary gathering of student information. The report contends this will ensure greater equity in the time of the pandemic, supposedly through the addition of the new measures to annual assessments. 

Citation: Glass, G.V., Mathis, W.J., & Berliner, D.C. (2020). NEPC Review: “Student Assessment During COVID-19.” Boulder, CO: National Education Policy Center. Retrieved May 5, 2021 from http://nepc.colorado.edu/thinktank/pandemic-assessment

Link: https://nepc.colorado.edu/sites/default/files/reviews/NR%20Berliner-Glass-Mathis_0.pdf

 


 

How can parents effectively manage their children’s conduct during Covid-19?

February 10, 2021

Supporting Positive At-Home Behaviors Among Elementary Students. Parents and caregivers know their child better than anyone. They know what motivates them and causes them to shut down. However, when the role of a parent or caregiver changes to include the role of teacher, knowing and using the most effective behavior management strategies can help support this shift. The strategies listed in this piece offer a foundation for parents and caregivers, and their students, to build positive relationships, and offer students a better environment for progressing academically while learning at home.

Citation: Taylor, M. (2020). Supporting Positive At-Home Behaviors Among Elementary Students. U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, What Works Clearinghouse.

Linkhttps://ies.ed.gov/ncee/edlabs/regions/pacific/blogs/blog30_supporting-positive-at-home-behaviors-among-elementary-students.asp

 


 

How can I increase student attendance during Covid-19?

February 9, 2021

Improving Attendance in a Remote Learning Environment. The purpose of this brief is to adapt the suggestions and strategies provided in Improving Attendance and Reducing Chronic Absenteeism to guide practice during remote instruction. Strategies from both briefs will be helpful during hybrid instructional models.

Citation: Freeman, J., Flannery, B., Sugai, G., Goodman, S., Simonsen, B., & Barrett, S. (Aug, 2020). Improving Attendance in a Remote Learning Environment. Eugene, OR: Center on PBIS, University of Oregon. www.pbis.org.

Link: https://assets-global.website-files.com/5d3725188825e071f1670246/5ff34f3363042168264ed6e3_Remote%20Attendance%20Brief%20Revised%2012.23.2020.pdf

 


 

What is the latest data on Covid-19 and schools?

January 25, 2021

In the midst of the Covid-19 pandemic, States are struggling to reopen and keep open, most, if not all, of their 138,000 K-12 schools.  Given this level of uncertainty, it is critical to track data that will help schools identify problems quickly, assess their nature, and respond in timely and effective ways to safeguard the health of students and education staff while providing a quality education. This Wing Institute dashboard will on track issues regarding the reopening of schools under the Covid-19 pandemic. 

Citation: American Academy of Pediatrics. (2021). Children and COVID-19: State-Level Data Report. 2021. Available in: https://downloads.aap.org/AAP/PDF/AAP%20and%20CHA%20-%20Children%20and%20COVID-19%20State%20Data%20Report%201.14.21.pdf

Link: https://www.winginstitute.org/covid-19-impact

 


 

How can policy makers contribute to school principal quality?

January 12, 2021

Using State-Level Policy Levers to Promote Principal Quality: Lessons from Seven States Partnering with Principal Preparation Programs and DistrictStates play a role in fostering an environment that develops and supports effective school principals. This report identifies key levers that states can pull to try to improve the principal performance: standards for the job; recruitment; oversight of principal preparation programs; principal licensure; evaluation of principals; professional development; and development of “leader tracking systems”. 

Citation: Gates, S. M., Woo, A., Xenakis, L., Wang, E. L., Herman, R., Andrew, M., & Todd, I. Using State-Level Policy Levers to Promote Principal Quality. Santa Monica, CA: Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/Documents/Using-State-level-Policy-Levers-to-Promote-Principal-Quality.pdf

Link: https://www.wallacefoundation.org/knowledge-center/Documents/Using-State-level-Policy-Levers-to-Promote-Principal-Quality.pdf

 


 

What is the future of standardized testing?

December 8, 2020

The Big Test: The Future Of Statewide Standardized Assessments. Standardized testing has been a cornerstone of school reform for two decades. But a bipartisan backlash against testing in recent years and the suspension of statewide testing in the wake of the coronavirus pandemic have left the future of state assessments in question. Standardized testing has a vital role to play in building effective schools. Unfortunately, the purpose of testing is misunderstood to the detriment of schools, teachers, parents, and students. The report examines the evolution of the testing backlash, the current landscape, and how state testing systems must change to survive.

Citation. Olson, L. & Jerald, C. (2020). The Big Test: The Future Of Statewide Standardized Assessments. Future Ed. Georgetown University. https://www.future-ed.org/wp-content/uploads/2020/04/TheBigTest_Final.pdf

Link: https://www.future-ed.org/wp-content/uploads/2020/04/TheBigTest_Final.pdf