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Wing Institute announces RFP for 2021-2022 student grant applications

March 23, 2021

Graduate Research Grant 2021 RFP

The purpose of the Wing Institute Graduate Research Funding Program is to:

  1. Sponsor and promote new research in areas of evidence-based education, including: efficacy research, effectiveness research, implementation, and monitoring
  2. Sponsor and promote new research across disciplines, types of research, and venues
  3. Encourage graduate students to focus their future professional work in this subject area, increasing the number of professionals dedicated to the field of evidence-based education
  4. Disseminate research findings for application in real world” settings, further bridging the gap between research and practice.

FUNDING

Grants vary in size; the maximum grant is $5,000 per annum. These funds will be available to recipients as they achieve agreed upon “benchmarks” in the research process.

Applications available: Immediately
Application deadline: May 15, 2021
Funding decisions: June 15, 2021

ELIGIBILITY: Applicants must be enrolled full-time and be in good standing in a masters or doctoral at a regionally accredited university or college.

LINK AND INSTRUCTIONS: 

 


 

Covid-19 Dashboard

November 20, 2020

SCHOOLS:  Covid-19 Data and K-12 Education

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.  This will have an impact on 55 million students, 6 million teachers and education staff, and all of the families of those involved.  It is being done despite significant uncertainty as to the impact Covid-19 will have on the health of students and education staff.  And ultimately, there is the question of how effective education will be in the context of different schedules, models, distractions, potential school closures, and remote learning. 

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.  It will provide relevant, up-to-date research and data on in the following areas:

       I.   Student health (recent research, data on exposure, infections, intensive care use, and deaths)

      II.   Staff health (recent research, data on exposure, infections, intensive ward, deaths

    III.   School health (recent research, models, school openings, school closings)

     IV.   Student performance (student absenteeism, academic performance, social behavioral issues)

Table of Contents

•   Student Health:  Total Number of Child Covid-19 Cases

•   Student Health:  Growth Rate in Covid-19 Total Cases Over Recent Weeks

•   Student Health:  Number and Growth Rate of Covid-19 Cases per 100,000 Children

•   Student Health:  Total Number of Children Hospitalized for Covid-19

•   Student Health:  Percent of Children Requiring Hospitalization

•   Student Health:  Total Number of Child Covid-19 Deaths 

•   Student Health:  Percent of Child Covid-19 Cases Resulting in Death

Figure 1.  Student Health: Total Number of Child Covid-19 Cases

As of November 12, 2020, there are over one million children who have been identified as having, or having had, the Covid-19 virus. 

Figure 2.  Student Health:  Growth Rate in Covid-19 Total Cases Over Recent Weeks

The percent growth in the number of children with Covid-19  had accelerated every week since April 16, 2020, rising from a 2.2% weekly increase to a 11.9% weekly growth.

Figure 3.  Student Health:  Number of Covid-19 Cases per 100,000 Children

The number of Covid-19 cases per children is an even more important number because it is a metric of infection that is irrespective of the number of children tested.  This data shows a growth rate of 20% over the last two weeks alone, and a doubling over the past ten weeks

Figure 4.  Student Health:  Total Number of Children Hospitalized for Covid-19

The total number of children who have been hospitalized due to Covid-19 continues to increase.

Figure 5.   Student Health:  Percent of Children Requiring Hospitalization

But the percent of children who require hospitalization due to Covid-19 remains very low and steady.

Figure 6.   Student Health:  Total Number of Child Covid-19 Deaths

The number of children who have died from the Covid-19 virus has been very small.

Figure 7.  Student Health:  Percent of Child Covid-19 Cases Resulting in Death

The percent of children who have died is extremely small, and has actually dropped steadily over the past four months. 

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

https://drive.google.com/file/d/11KIU8sK8yPzelC9GN1zdz553VYZktZCl/view

 


 

Wing Institute Hiring Research Writers

November 19, 2020

The Wing Institute is recruiting contract-based content writers in the field of evidence-based education. 
 
We are looking for professionals who can:
1. conduct literature reviews;
2. analyze the relevant data, research, and policies; and 
3. write succinct overviews for publication on our web site.

Positions to be filled by January 1, 2020.
Please send resume to Randy Keyworth at the Wing Institute: Rkeyworth@winginstitute.org
 

Research topics will focus on the eight education drivers associated with student achievement and success in school. These drivers encompass essential practices, procedures, resources, and management strategies. Specific topics include but are not limited to:  skills for effective teaching, effective teacher training, quality of leadership, and external influences affecting student outcomes.

Those interested must be able to analyze both the quality and quantity of evidence studies to determine if current research meets a threshold of evidence for providing information to support the work of educators.
Criteria for inclusion is based on:

1. Quality: A continua of evidence prioritizing well designed randomized trials and single subject designed studies.
2. Quantity: A continua of evidence spotlighting meta-analyses and replications of single subject designed studies.

Each overview consists of a summary of the research, graphics as needed, and citations, and supporting conclusions.

Compensation
1. $2,100 for each overview (2,500-5,000 words)
2. Authors name on the publication
3. Working with other professional is the field of evidence-based education

Expectations
1. Work with internal teams to obtain an in-depth understanding of evidence-based research.
2. Work remotely and supply your own equipment (computer)
3. Plan, develop, organize, write the above documents.
4. Analyze documents to maintain continuity of style of content and consistency with prior Wing Institute documents.
5. Recommend updates and revisions derived from updates in research.

Education
Master’s degree in Education, Behavior Analysis, English, Psychology, Communication, or related degrees, is required.

Skills
Ability to deliver high quality documentationAbility to communicate complex or technical information easilyExcellent written and verbal communication skills in EnglishAbility to write from the perspective of education policy makers, school administrators, teachers, and parents

 


 

What is distributed leadership? (Wing Institute Original Paper)

September 2, 2020

Distributed Leadership: Distributed leadership, in which the principal shares certain leadership work with teachers to optimize student and school outcomes, has emerged as a leading school leadership model, and indeed is reflected within recent principal leadership standards. The model’s origins lie in research that suggested that principals cannot “do it alone,” in today’s complex and challenging school environments, and that teachers have often performed leadership work that was not acknowledged. Rather than simple task delegation by principals, distributed leadership involves teacher leaders and administrators collaborating together to perform leadership practices, and sharing responsibility for outcomes. Research has shown positive associations between distributed leadership and a variety of teacher and student outcomes, including teachers’ professional efficacy and teaching effectiveness, and student academic performance. However, distributed leadership’s positive outcomes are contingent upon having leadership activities enacted based on patterns of staff expertise. Critics of distributed leadership note the potential for growing teacher workloads without corresponding compensation, and the possibility of exclusion of certain groups of teachers from leadership work. Careful planning and purposeful design, a collaborative work culture based on trust and respect, and having teachers at the school who possess leadership capacity, all appear to be needed ingredients in order for distributed leadership to be effective. School leadership teams, in which the principal works with a team of teacher leaders to share leadership work, represent an example of distributed leadership in action, and have been shown to accelerate and sustain school reform work.

Citation: Donley, J., Detrich, R., States, J., & Keyworth, (2020). Distributed Leadership. Oakland, CA: The Wing Institute. https://www.winginstitute.org/leadership-models-distributed

Link: https://www.winginstitute.org/leadership-models-distributed

 


 

Wing Institute Web Site Improvements

June 10, 2020

The Wing Institute has redesigned both the structure and content of its web site home page to increase readers’ ability to navigate the site and locate the information they are seeking.  The new structure offers clear pathways for identifying and researching critical topics and effectively communicates what the Wing Institute’s web site has to offer. The home page content is driven by reader feedback derived from a wide range of sources, including Researchgate, Academia.edu., and Google Analytics.  The new home page is organized around the following categories:

Why Students Succeed (Education Drivers)

Educational systems are incredibly complex, and it is easy get overwhelmed looking for information across many topics.  The new homepage distills this search down to the three most critical education drivers: Quality Teachers, Quality Principals, and Explicit Instruction.

Why Education Practices Fail (Implementation)

Implementation is an essential, and too often overlooked, component of quality education programs.  It is often mentioned as an afterthought and can be difficult to locate on education sites.  The Wing homepage highlights its value and provides readers the opportunity to go directly to the latest research and practice strategies for effective implementation.

How are we doing (Systems Dashboard)

In this age of complexity and uncertainty, it is more critical than ever to identify and track relevant data that will help education stakeholders make informed decisions about school issues.  The systems dashboard provides a continually updated analysis of what we are doing and how we are doing.  The home page highlights five topic areas, which can be changed easily to reflect the most 

Newsletter

The new homepage spotlights the Wing Institute Newsletter, which offers readers the latest research on important issues, along with original research from Wing Institute writers. It also provides easier access to past newsletters, which contain relevant research.

We hope you find these changes have improved your reading experience.

 


 

What are the negative health impacts of student absenteeism?

February 1, 2019

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.  First, evidence clearly documents that chronic absenteeism puts children at a much higher risk of dropping out of school and not graduating. There is a significant amount of research associating poor school performance (resulting in lower education attainment) and poor adult health outcomes, including increased mortality risk and lower life expectancy.  The act of missing school itself is also linked to increased risk behaviors, including alcohol consumption, drug use, smoking and risky sexual behavior.  Also, children with chronic absenteeism are 3.5 times more likely to be arrested or referred to the juvenile justice system.  The policy statement finishes with a discussion of roles the medical community can play working with schools and families to help address this problem.  It reviews the evidence regarding possible physical and mental health interventions, including:  infection prevention programs, school nurses, school-based health centers, mental health care, health awareness school policies and programs, parent interventions, and coordinated school health models.

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

Linkhttp://pediatrics.aappublications.org/content/pediatrics/early/2019/01/24/peds.2018-3648.full.pdf

 


 

Digest of Education Statistics 2017 Released

January 31, 2019

Digest of Education Statistics 2017: The Digest of Education Statistics 2017was just released by The Institute for Education Sciences (IES) National Center for Education Statistics (NCES). This annual publication is thedefinitive compendium of data on virtually every aspects of education from pre-kindergarten through graduate school. Its chapters include: All Levels of Education, Elementary and Secondary Education, Postsecondary Education, Federal Funds for Education and Related Activities, Outcomes of Education, International Comparisons of Education, and Libraries and Use of Technology. It draws from a wide range of government and private sources and applies rigorous review to everything published. It has been published annually since 1962, providing over 50 years of data with which to benchmark education performance at the system level in this country.

Citation: Snyder, T.D., de Brey, C., and Dillow, S.A. (2019). Digest of Education Statistics 2017 (NCES 2018-070). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

Link:   https://nces.ed.gov/pubs2018/2018070.pdf

 


 

2016-17 High School Graduation Rates Show Continued Improvement

January 31, 2019

Digest of Education Statistics 2017. The most recent high school graduation rate data were just released for the 2016-17 school year. The following graph shows consistent improvement in this critical student and school performance metric. Student graduation increased by 12 percentage points during the fifteen years from 2002 and 2017.  While there is still much work to be done to identify and implement graduation standards that translate into meaningful and life long benefits, this type of consistent performance improvement should be acknowledged.

AFGR:   The Average Freshman Graduation Rate (AFGR) was used by the U.S. Department of Education (DOE) from 2002 through 2013.

•ACGR: The Four-Year Adjusted Cohort Graduation Rate (ACGR) was established by DOE in 2008, establishing a uniform and more accurate measure for calculating the rate at which students graduated from high school. 

Both models co-existed for threes years and had comparable graduate rate data during that time.

A second area of the report disaggregates graduation rate data by students from different ethnic backgrounds.  There remains an unacceptable graduation rate gap between White and Black students, and White and Hispanic students.  The resulting graduation rate for Black students (77.8%) and Hispanic students (80.0%) are failures of the system.  While progress will always be too slow in this area, the data do show steady progress in closing the gap over the last six years.  The graduation gap between White and Black students decreased by 6.2 percentage points (from 17% in 2010-11 to 10.8% in 2016-17).  The graduation gap between White and Hispanic students decreased by 4.4 percentage points (from 13% in 2010-11 to 8.6% in 2016-17). 

A third area of disaggregated data was that of graduation rates by individual states.  The variation between states continues to be extreme with the top ten states averaging a 89.7% graduation rate and the bottom ten states averaging 77.4%.  

Improving graduation rates continue to be a clear focus of the education system, and while there is a long way to go, it is one of the few areas where progress is being made.

Citation: Snyder, T.D., de Brey, C., and Dillow, S.A. (2019). Digest of Education Statistics 2017 (NCES 2018-070). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

Link: https://nces.ed.gov/pubs2018/2018070.pdf

 


 

Are more high quality education studies produced today as compared to thirty years ago?

January 28, 2019

High-Quality Education Research.

A recent article published in Best Evidence in Brief examines the issues of quantity and quality of education research. Robert Slavin highlights the progress made over the past 30 years in delivering the evidence that education practitioners need to make informed decisions. His conclusions are based on three studies: Effective Programs for Struggling Readers: A Best-Evidence Synthesis; A Synthesis of Quantitative Research on Reading Programs for Secondary Students; and Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis. The research found that the number of rigorous randomized or quasi-experimental studies in elementary reading for struggling readers, secondary reading, and elementary math rose significantly over the past 20 years. Despite the important gains, the trend may be going in the wrong direction. Given the importance of research in developing an effective evidence-based culture in education, educators need to diligently support the production of the types of research (including replication studies) essential to building a robust evidence base.

Citations:

Slavin, R. (2019). Replication. [Blog post]. Retrieved from https://robertslavinsblog.wordpress.com/2019/01/24/replication/

Baye, A., Inns, A., Lake, C., & Slavin, R. E. (2018). A synthesis of quantitative research on reading programs for secondary students. Reading Research Quarterly.

Inns, A., Lake, C., Pellegrini, M., & Slavin, R. (2018). Effective programs for struggling readers: A best-evidence synthesis.Paper presented at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.

Pellegrini, M., Inns, A., & Slavin, R. (2018). Effective programs in elementary mathematics: A best-evidence synthesis.Paper presented at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.

Link: For copies of the papers presented at the annual meeting, please contact sdavis@SuccessForAll.org, and for the Baye article, go to https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.229

 


 

How shared book reading affects the English language and literacy skills of young children learning English as a second language.

October 15, 2018

Shared Book Reading Interventions With English Learners: A Meta-Analysis

In the United States there is a significant population of children whose second language is English. Research reveals English language learners are overrepresented among students who read at below basic levels. Identifying practices that can increase the proficiency of English learners is essential for these children in order to avoid achievement deficits in later grades. This meta-analysis examines how shared book reading impacts the English language and literacy skills of young children. The study finds a significant positive effect of using shared reading on English learner academic outcomes.

Citation:Fitton, L., McIlraith, A. L., & Wood, C. L. (2018). Shared Book Reading Interventions With English Learners: A Meta-Analysis. Review of Educational Research, 0034654318790909.

Link: http://journals.sagepub.com/doi/10.3102/0034654318790909