May 1, 2009
Study: Effects of the California High School Exit Exam on Student Persistence, Achievement, and Graduation, Reardon, S., Atteberry, A, Arshan, N, Kurlaender, M (2009)
The research was funded by a grant from the James Irvine Foundation and the Institute for Research on Educational Policy and Practice at Stanford University.
The paper investigates the results of the implementation of California’s High School Graduation Exam. The research examines the effects of the exam on student achievement, drop out data, and graduation rates from four large school districts. The study found no positive effect on achievement, minimal negative to zero effect on student persistence in high school, and significant negative effects on graduation rates.
go to website: https://search.issuelab.org/resources/9116/9116.pdf
April 30, 2009
The Wing Institute is launching a new initiative to provide funding for graduate students who are interested in doing research in the area of evidence-based education. Read More…
February 20, 2009
Book Review of the Wing Institute Anthology (Advances in Evidence-Based Education: A Roadmap to Evidence-Based Education): Koji Takeshima Education and Treatment of Children – Volume 32, Number 1, February 2009, pp. 178-183
West Virginia University Press
February 20, 2009
The report, An Evaluation of Teachers Trained Through Different Routes to Certification, compares the achievement of elementary school students in the same grade, at the same school who were randomly assigned to teachers who chose to be trained through different routes to certification – traditional education school routes and alternative routes. The evaluation found that students of teachers who chose to enter teaching through an alternative route did not perform statistically different from students of teachers who chose a traditional route to teaching. This finding was the same for teachers coming from those programs that required comparatively many as well as few hours of coursework; however, among those teachers who reported taking coursework while teaching, their students performed lower than their counterparts.
go to the website: https://ies.ed.gov/use-work/resource-library/report/evaluation-report/evaluation-teachers-trained-through-different-routes-certification
February 20, 2009
Reducing Behavior Problems in the Elementary School Classroom: Designed for elementary school educators and school- and district-level administrators, this guide offers prevention, implementation, and school-wide strategies that can be used to reduce problematic behavior that interferes with the ability of students to attend to and engage fully in instructional activities. Read More…
March 14, 2008
The latest report from the Thomas B. Fordham Institute is an in-depth and alarming study of Reading First’s betrayal. Under the leadership of White House domestic policy chief Margaret Spellings and with support from Congress, Reading First was to provide funding to primary-reading programs that were based on scientific research. Backlash and brouhaha followed. Aggrieved whole-language program proprietors complained bitterly that their wares couldn’t be purchased with Reading First funds. The OIG launched a witch hunt against program director Christopher Doherty, falsely claiming that he was improperly favoring particular publishers. Then the administration turned its back on Reading First, allowing the program to be gutted and starved of funding. Too Good to Last: The True Story of Reading First reveals the real scandals surrounding this important program.
Download the report: https://files.eric.ed.gov/fulltext/ED500480.pdf
October 2, 2007
Event: Direct Instruction Research Consortium
Date: November 10, 2007
Location: The Peery Hotel Salt Lake City
Topic: Issues relating to recent research reviews regarding the efficacy of Direct Instruction Read More…
September 27, 2007
With the emphasis on the use of evidence-based practices has come a need to measure the fidelity of replications to the operations and principles of original models. Recent reviews have focused on methods to develop fidelity measures Read More…
September 27, 2007
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what America’s students know and Read More…
