This paper is based on the simple idea that students’ educational achievement is affected by the effort put in by those participating in the education process: schools, parents, and, of course, the students themselves.
DeFraja, G., Oliveira, T., & Zanchi, L. (2010). Must try harder: Evaluating the role of effort in educational attainment. The Review of Economics and Statistics, 92(3), 577–597. Retrieved from https://art.torvergata.it/retrieve/handle/2108/55644/108602/De%20Fraja%20Zanch%20Oliveira%20REStats%202010.pdf
This book is compiled from the proceedings of the sixth summit entitled “Performance Feedback: Using Data to Improve Educator Performance.” The 2011 summit topic was selected to help answer the following question: What basic practice has the potential for the greatest impact on changing the behavior of students, teachers, and school administrative personnel?
States, J., Keyworth, R. & Detrich, R. (2013). Introduction: Proceedings from the Wing Institute’s Sixth Annual Summit on Evidence-Based Education: Performance Feedback: Using Data to Improve Educator Performance. In Education at the Crossroads: The State of Teacher Preparation (Vol. 3, pp. ix-xii). Oakland, CA: The Wing Institute.
The aim of this paper is to examine a variety of features of research that might account for mixed findings of the relationship between teachers' subject matter knowledge and student achievement based on meta-analytic technique.
Ahn, S., & Choi, J. (2004). Teachers' Subject Matter Knowledge as a Teacher Qualification: A Synthesis of the Quantitative Literature on Students' Mathematics Achievement. Online Submission.
This report breaks out key steps in the school identification and improvement process, focusing on (1) a diagnosis of school needs; (2) a plan to improve schools; and (3) evidenced-based interventions that work.
Alliance for Excellent Education and John Hopkins School of Education. (2017). school interventions that work: targeted support for low-performing students. retrieved from https://all4ed.org/wp-content/uploads/2017/07/SchoolInterventions.pdf
The authors investigated the hypothesis that treatment acceptability influences teachers' use of a formative evaluation system (curriculum-based measurement) and, relatedly, the amount of gain effected in math for their students.
Allinder, R. M., & Oats, R. G. (1997). Effects of acceptability on teachers' implementation of curriculum-based measurement and student achievement in mathematics computation. Remedial and Special Education, 18(2), 113-120.
The goal of the proposed study was to determine whether third-grade
students’ (n = 74) transcriptional skills and gender predicted their writing fluency growth in response to a performance feedback intervention.
Alvis, A. V. (2019). Predictors of Elementary-aged Students’ Writing Fluency Growth in Response to a Performance Feedback Writing Intervention
This article reviews the decision rules for curriculum based reading scores. It concluded the rules were most often based on expert opinion.
Ardoin, S. P., Christ, T. J., Morena, L. S., Cormier, D. C., & Klingbeil, D. A. (2013). A systematic review and summarization of the recommendations and research surrounding Curriculum-Based Measurement of oral reading fluency (CBM-R) decision rules. Journal of School Psychology, 51(1), 1-18.
Just as an athlete needs effective practice to be able to compete at high levels of performance, students benefit from formative practice and feedback to master skills and content in a course. At the most complex and challenging end of the spectrum of summative assessment techniques, the portfolio involves a collection of artifacts of student learning organized around a particular learning outcome.
Beers, M. J. (2020). Playing like you practice: Formative and summative techniques to assess student learning. High impact teaching for sport and exercise psychology educators, 92-102.
This is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), 7-74.
This paper theorizes that variations in learning and the level of learning of students are determined by the students' learning histories and the quality of instruction they receive.
Bloom, B. (1976). Human characteristics and school learning. New York: McGraw-Hill.
The goal of this paper is to estimate the extent to which there is differential attrition based on teachers' value-added to student achievement.
Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2008). Who leaves? Teacher attrition and student achievement. Working Paper No. 14022. Cambridge, MA: National Bureau of Economic Research. Retrieved from https://www.nber.org/papers/w14022
This paper examines New York City elementary school teachers’ decisions to stay in the same school, transfer to another school in the district, transfer to another district, or leave teaching in New York state during the first five years of their careers.
Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2005). Explaining the short careers of high-achieving teachers in schools with low-performing students. American Economic Review, 95(2), 166-171.
By estimating the effect of teacher attributes using a value-added model, the analyses in this paper predict that observable qualifications of teachers resulted in average improved achievement for students in the poorest decile of schools of .03 standard deviations.
Boyd, D., Lankford, H., Loeb, S., Rockoff, J., & Wyckoff, J. (2008). The narrowing gap in New York City teacher qualifications and its implications for student achievement in high‐poverty schools. Journal of Policy Analysis and Management: The Journal of the Association for Public Policy Analysis and Management, 27(4), 793-818.
The National Board for Professional Teaching Standards (NBPTS) assesses teaching practice based on videos and essays submitted by teachers. They compared the performance of classrooms of elementary students in Los Angeles randomly assigned to NBPTS applicants and to comparison teachers.
Cantrell, S., Fullerton, J., Kane, T. J., & Staiger, D. O. (2008). National board certification and teacher effectiveness: Evidence from a random assignment experiment (No. w14608). National Bureau of Economic Research.
This report provides a practical “management guide,” for an evidence-based key indicator data decision system for school districts and schools.
Celio, M. B., & Harvey, J. (2005). Buried Treasure: Developing A Management Guide From Mountains of School Data. Center on Reinventing Public Education.
Peer mediated intervention (PMI) is a promising practice used to increase social skills in children with autism spectrum disorder (ASD). PMIs engage typically developing peers as social models to improve social initiations, responses, and interactions.
Chang, Y. C., & Locke, J. (2016). A systematic review of peer-mediated interventions for children with autism spectrum disorder. Research in autism spectrum disorders, 27, 1-10.
A rationale and model for changing assessment efforts in schools from simple description to the integration of information from multiple sources for the purpose of designing interventions are described.
Christenson, S. L., & Ysseldyke, J. E. (1989). Scientific practitioner: Assessing student performance: An important change is needed. Journal of School Psychology, 27(4), 409-425.
The purpose of this overview is to provide an understanding of the research base on professional development and its impact on student achievement, as well as offer recommendations for future teacher professional development.
Cleaver, S., Detrich, R., States, J. & Keyworth, R. (2020). Overview of Teacher Evaluation. Oakland, CA: The Wing Institute. https://www.winginstitute.org/quality-teachers-in-service
Daly, I. I. I., Edward J, Martens, B. K., Barnett, D., Witt, J. C., & Olson, S. C. (2007). Varying Intervention Delivery in Response to Intervention: Confronting and Resolving Challenges With Measurement, Instruction, and Intensity. School Psychology Review, 36(4), 562-581.
Curriculum-based measurement is a type of formative assessment. It is used to screen for students who are not progressing and to identify how well students are responding to interventions.
Deno, S. L. (2003). Developments in Curriculum-Based Measurement. Journal of Special Education, 37(3), 184-192.
This article reviews the advantages of curriculum-based measurement as part of a data-based problem solving model.
Deno, S. L., & Fuchs, L. S. (1987). Developing Curriculum-Based Measurement Systems For Data Based Special Education Problem Solving. Focus on Exceptional Children, 19(8), 1-16.
To produce better outcomes for students two things are necessary: (1) effective, scientifically supported interventions (2) those interventions implemented with high integrity. Typically, much greater attention has been given to identifying effective practices. This review focuses on features of high quality implementation.
Detrich, R. (2014). Treatment integrity: Fundamental to education reform. Journal of Cognitive Education and Psychology, 13(2), 258-271.
a mini-series from School Psychology Review about Academic Enablers to Improve Student Performance: Considerations for Research and Practice.
DiPerna, J., & Elliott, S. N. (2002). Promoting academic enablers to improve student performance: Considerations for research and practice [Special issue]. School Psychology Review, 31(3).
This article describes using formative assessemnt as a foundational tool in a data-based problem solving approach to solving social behavior problems.
Ervin, R. A., Schaughency, E., Matthews, A., Goodman, S. D., & McGlinchey, M. T. (2007). Primary and secondary prevention of behavior difficulties: Developing a data-informed problem-solving model to guide decision making at a school-wide level. Psychology in the Schools, 44(1), 7-18.
This systematic review synthesizes the findings from 30 studies thatcompared the performance of students at schools using single‐trackyear‐round calendars to the performance of students at schools usinga traditional calendar.
Fitzpatrick, D., & Burns, J. (2019). Single‐track year‐round education for improving academic achievement in US K‐12 schools: Results of a meta‐analysis. Campbell Systematic Reviews, 15(3), e1053.
This is a comprehensive literature review of the topic of Implementation examining all stages beginning with adoption and ending with sustainability.
Fixsen, D. L., Naoom, S. F., Blase, K. A., & Friedman, R. M. (2005). Implementation research: A synthesis of the literature.
This article compares and contrasts mastery level measures (grades) with curriculum-based measurement (global outcome measure).
Fuchs, L. S., & Deno, S. L. (1991). Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children, 57(6), 488-500.
In this meta-analysis of studies that utilize formative assessment the authors report an effective size of .7.
Fuchs, L. S., & Fuchs, D. (1986). Effects of Systematic Formative Evaluation: A Meta-Analysis. Exceptional Children, 53(3), 199-208.
This meta-analysis investigated the effects of formative evaluation procedures on student achievement. The data source was 21 controlled studies, which generated 96 relevant effect sizes, with an average weighted effect size of .70. The magnitude of the effect of formative evaluation was associated with publication type, data-evaluation method, data display, and use of behavior modification. Implications for special education practice are discussed.
Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional children, 53(3), 199-208.
Curriculum-based measurement is recommended as an assessment method to identify students that require special education services.
Fuchs, L. S., & Fuchs, D. (1997). Use of curriculum-based measurement in identifying students with disabilities. Focus on Exceptional Children, 1.
This study examines the effect of formative assessment on teachers’ instructional planning.
Fuchs, L. S., Fuchs, D., & Stecker, P. M. (1989). Effects of Curriculum-Based Measurement on Teachers’ Instructional Planning. Journal of Learning Disabilities, 22(1).
High-school grades are often viewed as an unreliable criterion for college admissions, owing to differences in grading standards across high schools, while standardized tests are seen as methodologically rigorous, providing a more uniform and valid yardstick for assessing student ability and achievement. The present study challenges that conventional view. The study finds that high-school grade point average (HSGPA) is consistently the best predictor not only of freshman grades in college, the outcome indicator most often employed in predictive-validity studies, but of four-year college outcomes as well.
Geiser, S., & Santelices, M. V. (2007). Validity of High-School Grades in Predicting Student Success beyond the Freshman Year: High-School Record vs. Standardized Tests as Indicators of Four-Year College Outcomes. Research & Occasional Paper Series: CSHE. 6.07. Center for studies in higher education.
In this article, we examine assessment and accountability in the context of a prevention-oriented assessment and intervention system designed to assess early reading progress formatively.
Good III, R. H., Simmons, D. C., & Kame'enui, E. J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific studies of reading, 5(3), 257-288.
The authors contrast the functions of high stakes testing with prevention-based assessment. The authors also show the value of using formative assesment to estimate performance on high stakes tests.
Good, R.H., III., Simmons, D. C., & Kame’enui, E. J. (2001). The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes. Scientific Studies of Reading, 5(3), 257-288.
Curriculum based measures were used to to evaluate student progress across multiple years following the introduction of selected evidence-based practices.
Greenwood, C. R., Tapia, Y., Abbott, M., & Walton, C. (2003). A Building-Based Case Study of Evidence-Based Literacy Practices: Implementation, Reading Behavior, and Growth in Reading Fluency, K--4. Journal of Special Education, 37(2), 95.
This quantitative review examines 20 studies to establish an effect size of .71 for the impact of “metacognitive” instruction on reading comprehension.
Haller, E. P., Child, D. A., & Walberg, H. J. (1988). Can comprehension be taught? A quantitative synthesis of “metacognitive” studies. Educational researcher, 17(9), 5-8.
The authors study the effects of various types of education and training on the ability of teachers to promote student achievement.
Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7–8), 798-812.
Hattie’s book is designed as a meta-meta-study that collects, compares and analyses the findings of many previous studies in education. Hattie focuses on schools in the English-speaking world but most aspects of the underlying story should be transferable to other countries and school systems as well. Visible Learning is nothing less than a synthesis of more than 50.000 studies covering more than 80 million pupils. Hattie uses the statistical measure effect size to compare the impact of many influences on students’ achievement, e.g. class size, holidays, feedback, and learning strategies.
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
This study examines the effects on early reading skills of three different methods of
presenting material with computer-assisted instruction.
Johnson, E. P., Perry, J., & Shamir, H. (2010). Variability in reading ability gains as a function of computer-assisted instruction method of presentation. Computers and Education, 55(1), 209–217.
Some of the specific reasons for the success or failure of retention in the area of reading were examined via an in-depth study of a small number of both at-risk retained students and comparably low skilled promoted children
Juel, C., & Leavell, J. A. (1988). Retention and nonretention of at-risk readers in first grade and their subsequent reading achievement. Journal of Learning Disabilities, 21(9), 571-580.
Responsiveness to intervention (RTI) is being proposed as an alternative model for making decisions about the presence or absence of specific learning disability. The author argue that there are many questions about RTI that remain unanswered, and radical changes in proposed regulations are not warranted at this time.
Kavale, K. A. (2005). Identifying specific learning disability: Is responsiveness to intervention the answer?. Journal of Learning Disabilities, 38(6), 553-562.
This study examined the extent to which the reading instructional practices learned by a
cohort of teachers who participated in an intensive, yearlong professional development
experience during the 1994-1995 school year have been sustained and modified over time.
Klingner, J. K., Vaughn, S., Tejero Hughes, M., & Arguelles, M. E. (1999). Sustaining research-based practices in reading: A 3-year follow-up. Remedial and Special Education, 20(5), 263-287.
Like we consider our formative years when we draw conclusions about ourselves, a formative assessment is where we begin to draw conclusions about our students' learning. Formative assessment moves can take many forms and generally target skills or content knowledge that is relatively narrow in scope (as opposed to summative assessments, which seek to assess broader sets of knowledge or skills).
Knowles, J. (2020). Teachers’ Essential Guide to Formative Assessment.
In this paper, a self-regulated flipped classroom approach is proposed to help students schedule their out-of-class time to effectively read and comprehend the learning content before class, such that they are capable of interacting with their peers and teachers in class for in-depth discussions.
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers and Education, 100, 126–140.
This study examines the relationship between two dominant measures of teacher quality, teacher qualification and teacher effectiveness (measured by value-added modeling), in terms of their influence on students’ short-term academic growth and long-term educational success (measured by bachelor’s degree attainment).
Lee, S. W. (2018). Pulling back the curtain: Revealing the cumulative importance of high-performing, highly qualified teachers on students’ educational outcome. Educational Evaluation and Policy Analysis, 40(3), 359–381.
This study uses longitudinal administrative data to examine the relationship between third- grade reading level and four educational outcomes: eighth-grade reading performance, ninth-grade course performance, high school graduation, and college attendance.
Lesnick, J., Goerge, R., Smithgall, C., & Gwynne, J. (2010). Reading on grade level in third grade: How is it related to high school performance and college enrollment. Chicago: Chapin Hall at the University of Chicago, 1, 12.
This article provides a summary of measuring the fiscal impact of practices in education
Levin, H. M., & McEwan, P. J. (2002). Cost-effectiveness and educational policy. Larchmont, NY: Eye on Education.
Using a randomized control trial in 11 Chinese primary schools, we studied the effects of pay-for-grades programs on academic cheating. We randomly assigned 82 classrooms into treatment or control conditions, and used a statistical algorithm to determine the occurrence of cheating.
Li, T., & Zhou, Y. (2019). Do Pay-for-Grades Programs Encourage Student Academic Cheating? Evidence from a Randomized Experiment. Frontiers of Education in China, 14(1), 117-137.
This research synthesis examines instructional research in a functional manner to provide guidance for classroom practitioners.
Marzano, R. J. (1998). A Theory-Based Meta-Analysis of Research on Instruction.
This monograph attempts to synthesize and interpret the extant research from the last 4 decades on the impact of schooling on students' academic achievement.
Marzano, R. J. (2001). A New Era of School Reform: Going Where the Research Takes Us.
This is a study of classroom management on student engagement and achievement.
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Ascd
This report offers recommendations for the implementation of standards-based reform and outlines possible consequences for policy changes. It summarizes both the vision and intentions of standards-based reform and the arguments of its critics.
McLaughlin, M. W., & Shepard, L. A. (1995). Improving Education through Standards-Based Reform. A Report by the National Academy of Education Panel on Standards-Based Education Reform. National Academy of Education, Stanford University, CERAS Building, Room 108, Stanford, CA 94305-3084..
This research report presents the findings of this formative and summative research effort.
Murphy, R., Snow, E., Mislevy, J., Gallagher, L., Krumm, A., & Wei, X. (2014). Blended learning report. Austin, TX: Michael and Susan Dell Foundation. https://www.msdf.org/wp-content/uploads/2016/01/MSDF-Blended-Learning-Report-May-2014.pdf
How did U.S. students perform on the most recent assessments? Select a jurisdiction and a result to see how students performed on the latest NAEP assessments.
National Assessment of Education Progress (NAEP). (2020) Nation’s report card. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education
To investigate the relationship between students’ achievement and various contextual factors, NAEP collects information from teachers about their background, education, and training.
National Assessment of Educational Progress (NAEP). (2011a). The nation's report card: Math grade 4 national results. Retrieved from http://nationsreportcard.gov/math_2011/ gr4_national.asp?subtab_id=Tab_3&tab_id=tab2#chart
National Assessment of Educational Progress (NAEP). (2011b). The nation's report card: Reading grade 12 national results. Retrieved from http://nationsreportcard.gov/ reading_2009/gr12_national.asp?subtab_id=Tab_3&tab_id=tab2#
This non-technical brochure provides introductory information on the development, administration, scoring, and reporting of the National Assessment of Educational Progress (NAEP). The brochure also provides information about the online resources available on the NAEP website.
National Center for Education Statistics (NCES). (2010a). An introduction to NAEP. (NCES 2010-468). Retrieved from National Center for Education Statistics website: https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010468
Twelfth-graders’ performance in reading and mathematics improves since 2005. Nationally representative samples of twelfth-graders from 1,670 public and private schools across the nation participated in the 2009 National Assessment of Educational Progress (NAEP).
National Center for Education Statistics (NCES). (2010b). The nation’s report card: Grade 12 reading and mathematics 2009 national and pilot state results. (NCES 2011-455). Retrieved http://nces.ed.gov/nationsreportcard/pdf/main2009/2011455.pdf
The Data Explorer for the Long-Term Trend assessments provides national mathematics and reading results dating from the 1970s.
National Center for Education Statistics (NCES). (2011a). Data explorer for long-term trend. [Data fle]. Retrieved from http://nces.ed.gov/nationsreportcard/lttdata/
Percentages of students meeting state proficiency standards and performing at or above the NAEP Proficient level, by subject, grade, and state: 2009
National Center for Education Statistics (NCES). (2011f). Students meeting state profciency standards and performing at or above the NAEP profcient level: 2009. Retrieved from http://nces.ed.gov/nationsreportcard/studies/statemapping/2009_naep_state_table.asp
In this new national writing assessment sample, 24,100 eighth-graders and 28,100 twelfthgraders engaged with writing tasks and composed their responses on computer. The assessment tasks reflected writing situations common to both academic and workplace settings and asked students to write for several purposes and communicate to different audiences.
National Center for Education Statistics. (2012). The nation's report card: Writing 2011 (NCES 2012-470).
This study examined the impact of EDP on student achievement in Pennsylvania schools
from 2006-2010. It updates and extends a prior evaluation (Nunnery, Ross, & Yen, 2010a) study
of this same cohort from 2006-2009.
Nunnery, A. J., Yen, C., & Ross, S. M. (2010). Effects of the National Institute for School Leadership’s Executive Development Program on school performance in Pennsylvania: 2006-2010 pilot cohort results. Norfolk, VA: Old Dominion University, Center for Educational Partnerships. Retrieved from https://files.eric.ed.gov/fulltext/ED531043.pdf
OECD (2019), PISA 2018 Results (Volume I): What Students Know and Can Do, PISA, OECD Publishing, Paris, https://doi.org/10.1787/5f07c754-en.
This volume of PISA 2009 results looks at the progress countries have made in raising student performance and improving equity in the distribution of learning opportunities.
Organisation for Economic Co-operation and Development (OECD). (2010a). PISA 2009 results: Learning trends–Changes in student performance since 2000 (Volume V). Retrieved from https://www.oecd-ilibrary.org/education/pisa-2009-results-learning-trends_9789264091580-en
Volume II of PISA's 2009 results looks at how successful education systems moderate the impact of social background and immigrant status on student and school performance.
Organisation for Economic Co-operation and Development (OECD). (2010b). PISA 2009 results: Overcoming social background–Equity in learning opportunities and outcomes (Volume II). Retrieved from http://dx.doi.org/10.1787/9789264091504-en
The OECD’s Programme for International Student Assessment (PISA) surveys, which take place every three years, have been designed to collect information about 15-year-old students in participating countries.
Organization for Economic Co-operation and Development (OECD). (2006). PISA 2006 technical report. Retrieved from http://www.oecd.org/pisa/pisaproducts/42025182.pdf
This first volume of PISA 2009 survey results provides comparable data on 15-year-olds' performance on reading, mathematics, and science across 65 countries.
Organization for Economic Co-operation and Development (OECD). (2010c). PISA 2009 results: What students know and can do–Student performance in reading, mathematics and science (Volume I). Retrieved from http://dx.doi.org/10.1787/9789264091450-en
This research brief is one in a series for the Back on Track Study that presents the findings regarding the relative impact of online versus face-to-face Algebra I credit recovery on students’ academic outcomes, aspects of implementation of the credit recovery courses, and the effects over time of expanding credit recovery options for at-risk students.
Rickles, J., Heppen, J., Allensworth, E., Sorenson, N., Walters, K., & Clements, P. (2018). Getting back on track: The effect of online versus face-to-face credit recovery in Algebra I on high school credit accumulation and graduation. American Institutes for Research, Washington, DC; University of Chicago Consortium on School Research, Chicago, IL. https://www.air.org/system/files/downloads/report/Effect-Online-Versus-Face-to-Face-Credit-Recovery-in-Algebra-High-School-Credit-Accumulation-and-Graduation-June-2017.pdf
CHILDREN take one of two types of standardized test, one ''norm-referenced,'' the other ''criteria-referenced.'' Although those names have an arcane ring, most parents are familiar with how the exams differ.
Rothstein, R. (2002, May 22). Lessons: Testing reaches a fork in the road. New York Times. http://www.nytimes.com/2002/05/22/nyregion/lessons-testing-reaches-a-fork-in-the-road. html
This article provides an overview of contextual factors across the levels of an educational system that influence implementation.
Schaughency, E., & Ervin, R. (2006). Building Capacity to Implement and Sustain Effective Practices to Better Serve Children. School Psychology Review, 35(2), 155-166. Retrieved from http://eric.ed.gov/?id=EJ788242
This book looks at research and theoretical models used to define educational effectiveness with the intent on providing educators with evidence-based options for implementing school improvement initiatives that make a difference in student performance.
Scheerens, J. and Bosker, R. (1997). The Foundations of Educational Effectiveness. Oxford:Pergmon
Scores went up in all grades and subjects this year on the Washington Assessment of Student Learning (WASL). But how much depends on how you look at them.
Shaw, L. (2004, September 2). Improvement on WASL carries asterisk. Seattle Times.
A critical review of reading programs requires objective and in-depth analysis. For these reasons, the authors offer the following recommendations and procedures for analyzing critical elements of programs.
Simmons, D. C., & Kame’enui, E. J. (2003). A consumer’s guide to evaluating a core reading program grades K-3: A critical elements analysis. Retrieved December, 19, 2006.
The purpose of this study was to determine if a typical third-grade boy and fifth-grade girl and a boy with learning disabilities could benefit from the combined use of Direct Instruction (DI) flashcard and math racetrack procedures in an after-school program. The dependent variable was accuracy and fluency of saying basic multiplication facts.
Skarr, A., Zielinski, K., Ruwe, K., Sharp, H., Williams, R. L., & McLaughlin, T. F. (2014). The effects of direct instruction flashcard and math racetrack procedures on mastery of basic multiplication facts by three elementary school students. Education and Treatment of Children, 37(1), 77-93.
Effective ongoing assessment, referred to in the education literature as formative assessment or progress monitoring, is indispensable in promoting teacher and student success. Feedback through formative assessment is ranked at or near the top of practices known to significantly raise student achievement. For decades, formative assessment has been found to be effective in clinical settings and, more important, in typical classroom settings. Formative assessment produces substantial results at a cost significantly below that of other popular school reform initiatives such as smaller class size, charter schools, accountability, and school vouchers. It also serves as a practical diagnostic tool available to all teachers. A core component of formal and informal assessment procedures, formative assessment allows teachers to quickly determine if individual students are progressing at acceptable rates and provides insight into where and how to modify and adapt lessons, with the goal of making sure that students do not fall behind.
States, J., Detrich, R. & Keyworth, R. (2017). Overview of Formative Assessment. Oakland, CA: The Wing Institute. http://www.winginstitute.org/student-formative-assessment.
Response to Intervention depends on regular, routine monitoring of student progress. This paper describes a multi-component approach to monitoring progress.
Stecker, P. M., Fuchs, D., & Fuchs, L. S. (2008). Progress Monitoring as Essential Practice Within Response to Intervention. Rural Special Education Quarterly, 27(4), 10-17.
This article reviews the efficacy of curriculum-based measurement as a methodology for enhancing student achievement in reading and math. Variables that contribute to the benefit of curriculum-based measurement are discussed.
Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using Curriculum-Based Measurement to Improve Student Achievement: Review of Research. Psychology in the Schools, 42(8), 795-819.
In order to determine effectiveness of instruction teachers require data about the effects of instruction. With these data teachers are able to make adjustments to instruction when progress is not being made.
Stecker, P. M., Lembke, E. S., & Foegen, A. (2008). Using Progress-Monitoring Data to Improve Instructional Decision Making. Preventing School Failure, 52(2), 48-58.
Keeping RTI on Track is a resource to assist educators overcome the biggest problems associated with false starts or implementation failure. Each chapter in this book calls attention to a common error, describing how to avoid the pitfalls that lead to false starts, how to determine when you're in one, and how to get back on the right track.
Vanderheyden, A. M., & Tilly, W. D. (2010). Keeping RTI on track: How to identify, repair and prevent mistakes that derail implementation. LRP Publications.
This report describes the first of a series of researches that will attempt to characterize the performance of New Jersey's public school system.
Wainer, H. (1994). On the Academic Performance of New Jersey's Public School Children: I. Fourth and Eighth Grade Mathematics in 1992. ETS Research Report Series, 1994(1), i-17.
This literature review examines the impact of various instructional methods
Walberg H. J. (1999). Productive teaching. In H. C. Waxman & H. J. Walberg (Eds.) New directions for teaching, practice, and research (pp. 75-104). Berkeley, CA: McCutchen Publishing.
This study evaluated the effects of performance feedback on increasing the quality of implementation of interventions by teachers in a public school setting.
Witt, J. C., Noell, G. H., LaFleur, L. H., & Mortenson, B. P. (1997). Teacher use of interventions in general education settings: Measurement and analysis of ?the independent variable. Journal of Applied Behavior Analysis, 30(4), 693.
The author makes the case that rapid assessment can identify struggling students who can then be provided intensive instruction so their performance on high stakes tests is improved.
Yeh, S. S. (2006). Can Rapid Assessment Moderate the Consequences of High-Stakes Testing. Education & Urban Society, 39(1), 91-112.
The author reports data suggesting that the systematic use of formative assessment can reduce the pressure on teachers that they experience with high stakes testing.
Yeh, S. S. (2006). High-stakes testing: Can rapid assessment reduce the pressure?. Teachers College Record, 108(4).
The author compares the effectiness of comprehensive school reform relative to rapid progress monitoring. Progress monitoring results in much greater benefit than comprehensive school reform.
Yeh, S. S. (2008). The Cost-Effectiveness of Comprehensive School Reform and Rapid Assessment. Education Policy Analysis Archives, 16(13), 1-32.
The authors examine the effectiveness of replacing low performing teachers relative to using formative assessment as a means of increasing student outcomes.
Yeh, S. S., & Ritter, J. (2009). The Cost-Effectiveness of Replacing the Bottom Quartile of Novice Teachers Through Value-Added Teacher Assessment. Journal of Education Finance, 34(4), 426-451.
This paper conducts an analytic literature review to examine the use and operationalization of the term in multiple academic fields
York, T. T., Gibson, C., & Rankin, S. (2015). Defining and measuring academic success. Practical Assessment, Research & Evaluation, 20(5), 1–20. Retrieved from https://scholarworks.umass.edu/pare/vol20/iss1/5/
This article describes the use of technology to monitor student progress in math instruction. They highlight the importance of using the technology wiith fidelity.
Ysseldyke, J., & Bolt, D. M. (2007). Effect of Technology-Enhanced Continuous Progress Monitoring on Math Achievement. School Psychology Review, 36(3), 453-467.
This overview presents a general definition of self-regulated academic learning and identifies the distinctive features of this capability for acquiring knowledge and skill.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17.