Education Drivers

Long Term

Publications

TITLE
SYNOPSIS
CITATION
Seeking the Magic Metric: Using Evidence to Identify and Track School System Progress

This paper discusses the search for a “magic metric” in education: an index/number that would be generally accepted as the most efficient descriptor of school’s performance in a district.

Celio, M. B. (2013). Seeking the Magic Metric: Using Evidence to Identify and Track School System Quality. In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 97-118). Oakland, CA: The Wing Institute.

 

Data Mining

TITLE
SYNOPSIS
CITATION
Have reading scores improved over 40-plus years of school reform?

This review examines student reading performance since 1971 to look for evidence of school reform's impact.

Keyworth, R. (2015). Have reading scores improved over 40-plus years of school reform? Retrieved from have-reading-scores-improved865.

Would a student rated 'Proficient' in Reading in one state be rated 'Proficient' in Reading in another state?
The inquiry compares student performance between state proficiency standards and the National Assessment Education Progress proficiency standards.
Gibson, S. (2009). Would a student rated 'Proficient' in Reading in one state be rated 'Proficient' in Reading in another state? Retrieved from would-student-rated-'proficient.
Has student mathematics proficiency improved over the past 20+ years?
This review looks at student math performance since 1992 for trends and to determine the level of progress for student in the United States.
Keyworth, R. (2015). Has student mathematics proficiency improved over the past 20+ years? Retrieved from has-student-mathematics-proficiency.
Has student reading proficiency improved over the past 20+ years?
This review looks at student reading performance since 1992 for trends and to determine the level of progress for student in the United States.
Keyworth, R. (2015). Has student reading proficiency improved over the past 20+ years? Retrieved from has-student-reading-proficiency.
Have mathematics scores improved over 40-plus years of school reform?
This review examines student math performance since 1971 to look for evidence of school reform's impact.
Keyworth, R. (2015). Have mathematics scores improved over 40-plus years of school reform? Retrieved from have-mathematics-scores-improved.
What is the United States adult literacy rate in relationship to other nations?
This analysis compares literacy rates in the United States to 208 other nations.
States, J. (2011). What is the United States adult literacy rate in relationship to other nations? Retrieved from what-is-united-states.
Which School Reform Programs Produce the Best Results?
This review looks at comprehensive school reform efforts to determine which have had the greatest positive impact on students and schools.
States, J. (2011). Which School Reform Programs Produce the Best Results? Retrieved from which-school-reform-programs.

 

Presentations

TITLE
SYNOPSIS
CITATION
Seeking the Magic Metric: Using Evidence to Identify and Track School System Progress

This paper discusses the search for a “magic metric” in education: an index/number that would be generally accepted as the most efficient descriptor of school’s performance in a district.

Celio, MB. (2011). Seeking the Magic Metric: Using Evidence to Identify and Track School System Progress [Powerpoint Slides]. Retrieved from 2011-wing-presentation-mary-beth-celio.

The Role of Data-based Decision Making

This paper identifies the critical features required for developing and maintaining a systemic data-based decision making model aligned at all levels, beginning with an individual student in the classroom and culminating with policy makers.

States, J. (2009). The Role of Data-based Decision Making [Powerpoint Slides]. Retrieved from 2009-campbell-presentation-jack-states.

The Role of Data-based Decision Making

This presentation examines the impact of data-based decision making in schools. It looks at the critical role data plays in building an evidence-based model for education that relies on monitoring for the reliable implementation of practices.

States, J. (2010). The Role of Data-based Decision Making [Powerpoint Slides]. Retrieved from 2010-hice-presentation-jack-states.

Performance Architecture: The Art and Science of Improving Organizations
This paper examines school culture change in the context of Performance Architecture, which views each organization as a dynamic system where every part affects every other part.
Addison, R. (2012). Performance Architecture: The Art and Science of Improving Organizations [Powerpoint Slides]. Retrieved from 2012-wing-presentation-roger-addison.
Performance Feedback from a Global Perspective
This paper reviewed recent feedback on U.S. school performance from the Programme for International Student Assessment (PISA).
Keyworth, R. (2011). Performance Feedback from a Global Perspective [Powerpoint Slides]. Retrieved from 2011-wing-presentation-randy-keyworth.
Data-based Decision Making: What to Know? and Who Needs to Know It?
This paper considers the benefits and obstacles to the effective use of data in making critical decisions in schools.
States, J. (2006). Data-based Decision Making: What to Know? and Who Needs to Know It? [Powerpoint Slides]. Retrieved from 2009-calaba-presentation-jack-states.
A Systems Approach to Feedback: What You Need to Know and Who Needs
This paper looks at feedback as a powerful systems approach to improving the performance of both student and school faculty.
States, J. (2011). A Systems Approach to Feedback: What You Need to Know and Who Needs [Powerpoint Slides]. Retrieved from 2011-calaba-presentation-jack-states.
Feedback as Education Reform: What We Know
This paper examines the power of feedback as a strategy for improving student performance. Types of feeback are explored building from student and teacher performance that can be aggregated to create a systems wide feedback tool.
States, J. (2011). Feedback as Education Reform: What We Know [Powerpoint Slides]. Retrieved from 2011-aba-presentation-jack-states.
TITLE
SYNOPSIS
CITATION
Assessing the value-added effects of literary collaborative professional development on student learning.

This article reports on a 4-year longitudinal study of the effects of Literacy Collaborative (LC), a schoolwide reform model that relies primarily on the oneon-one coaching of teachers as a lever for improving student literacy learning.

Biancarosa, G., Bryk, A. S., & Dexter, E. R. (2010). Assessing the value-added effects of literacy collaborative professional development on student learning. The elementary school journal111(1), 7-34.

Lessons from State Performance on NAEP: Why Some High-Poverty Students Score Better than Others

This research took a more historical look, examining NAEP data over the past decade to find connection between standard-based reform and student outcomes. The findings suggest that there is clear evidence that standards-based reform works, particularly when it comes to the needs of low-income students. The Common Core is the most recent major policy initiative to advance the broader standards-based reform approach. States should continue their commitment to the Common Core’s full implementation and aligned assessments.

Boser, U., & Brown, C. (2016). Lessons from State Performance on NAEP: Why Some High-Poverty Students Score Better than Others. Center for American Progress.

Seeking the Magic Metric: Using Evidence to Identify and Track School System Quality

This paper discusses the search for a “magic metric” in education: an index/number that would be generally accepted as the most efficient descriptor of school’s performance in a district.

Celio, M. B. (2013). Seeking the Magic Metric: Using Evidence to Identify and Track School System Quality. In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 97-118). Oakland, CA: The Wing Institute.

Persistence, Retention, and Attainment of 2011–12 First-Time Beginning Postsecondary Students as of Spring 2017: First Look.

This report provides a first look at students' persistence, retention, and attainment over 6 years, showing the rates at which students had completed postsecondary credentials, the rates at which they had persisted through or left postsecondary education without earning any credential as of spring 2017, and the rates at which they remained in the first institution in which they were enrolled. Postsecondary graduation rates in public institutions have stayed virtually the same for seven years, with 57% of students graduating in 2011 and 59% in 2017.  Private non-profit institutions remained at 65-66% graduation for the first six years, increasing by 8 percentage points in 2017.  Private for-profit institutions fared the worst, decreasing consistently from 42% in 2011 to 14% in 2017.  

Chen, X., Elliott, B.G., Kinney, S.K., Cooney, D., Pretlow, J., Bryan, M., Wu, J., Ramirez, N.A., and Campbell, T. (2019). Persistence, Retention, and Attainment of 2011–12 First-Time Beginning Postsecondary Students as of Spring 2017 (First Look) (NCES 2019-401). U.S. Department of Education. Washington, DC: National Center for Education Statistics. 

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL)

C-SAIL was established in July 2015 as a resource on the implementation and effects of college and career readiness standards. The Center is funded through a grant from the Institute of Education Sciences (IES) of the U.S. Department of Education.

 

Edgerton, A. Polikoff, M., Desimone, L. (2017). How is policy affecting classroom instruction?. Evidence Speaks Reports. Volume 2, #14. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).

Detrimental effects of reward: Reality or myth?

An analysis of a quarter century of research on intrinsic task interest and creativity revealed, however, that (a) detrimental effects of reward occur under highly restricted, easily avoidable conditions; (b) mechanisms of instrumental and classical conditioning are basic for understanding incremental and decremental effects of reward on task motivation; and (c) positive effects of reward on generalized creativity are easily attainable using procedures derived from behavior theory. 

Eisenberger, R., & Cameron, J. (1996). Detrimental effects of reward: Reality or myth?. American psychologist51(11), 1153.

Grade Inflation in High Schools (2005–2016)

This study examines that assumption, asking the question:  how well do student grades correlate with test scores, school demographics, student performance on college entrance exams, and the historical difficulty for getting A’s (is it easier or harder to get A’s).  The study found that students who scored higher on end-of-course (EOC) examinations also had higher grades.  However having high grades did not correlate with doing well on the examination.  

Gershenson, S. (2018). Grade Inflation in High Schools (2005–2016).

Accountability policies and teacher decision making: Barriers to the use of data to improve practice

This study examines longitudinal from nine high schools nominated as leading practitioners of Continuous Improvement (CI) practices. The researchers compared continuous improvement best practices to teachers actual use of data in making decisions. The study found teachers to be receptive, but also found that significant obstacles were interfering with the effective use of data that resulted in changes in instruction.

Ingram, D., Louis, K. S., & Schroeder, R. G. (2004). Accountability policies and teacher decision making: Barriers to the use of data to improve practice. Teachers College Record106(6), 1258-1287.

IPEDS presents NCES postsecondary survey.

Through several postsecondary surveys, NCES collects information about where and how the aid is distributed and whether it had an impact on student outcomes. This brochure describes the NCES postsecondary survey. 

IPEDS presents NCES postsecondary survey. (2018). National Center for Education Statistic, 2017136. Retrieved from https://nces.ed.gov/pubs2017/2017136.pdf

An Investigation of Concurrent Validity of Fidelity of Implementation Measures at Initial Years of Implementation.

The present study used cross-sectional data from 1,438 schools to examine relations between fidelity self-assessment and team-based fidelity measures in the first 4 years of implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Results showed strong positive correlations between fidelity self-assessments and a team-based measure of fidelity at each year of implementation.

Khoury, C. R., McIntosh, K., & Hoselton, R. (2019). An Investigation of Concurrent Validity of Fidelity of Implementation Measures at Initial Years of Implementation. Remedial and Special Education40(1), 25-31.

 

Trends in High School Dropout and Completion Rates in the United States: 2018

This report provides a detailed analysis of long-term dropout and completion trends and student characteristics of high school dropouts and completers. The first measure examined was the “event dropout rate” which is the percent of students who drop out in grades 10-12 without a high school diploma or alternative credential. The event dropout rate for SY 2015-16 was 4.8%, which translated into 532,000 students.

McFarland, J., Cui, J., Rathbun, A., and Holmes, J. (2018). Trends in High School Dropout and Completion Rates in the United States: 2018 (NCES 2019-117). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved December 14, 2018 from http://nces.ed.gov/pubsearch.

20 Years of TIMMS International trends in Mathematics and Science Achievement, Curriculum, and Instruction

This report attempts to summarize the most important and interesting trends emerging from TIMSS across the past two decades. The report is organized from macro to micro perspectives. The first chapter provides an overview of student achievement worldwide. The second and third chapters explore curriculum and instruction. The fourth and fifth chapters narrow the focus to two topics of interest among policymakers. 

Mullis, I. V., Martin, M. O., & Loveless, T. (20). years of TIMSS: International trends in mathematics and science achievement, curriculum, and instruction. TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College and International Association for the Evaluation of Educational Achievement (IEA).

Equality and Quality in U.S. Education: Systemic Problems, Systemic Solutions. Policy Brief

This paper enters debate about how U.S. schools might address long-standing disparities in educational and economic opportunities while improving the educational outcomes for all students. with a vision and an argument for realizing that vision, based on lessons learned from 60 years of education research and reform efforts. The central points covered draw on a much more extensive treatment of these issues published in 2015. The aim is to spark fruitful discussion among educators, policymakers, and researchers.

O'Day, J. A., & Smith, M. S. (2016). Equality and Quality in US Education: Systemic Problems, Systemic Solutions. Policy Brief. Education Policy Center at American Institutes for Research.

How are they now? Longer term effects of eCoaching through online bug-in-ear technology.

In this study, using mixed methods, we investigated the longer term effects of eCoaching through advanced online bug-in-ear (BIE) technology.

Rock, M. L., Schumacker, R. E., Gregg, M., Howard, P. W., Gable, R. A., & Zigmond, N. (2014). How are they now? Longer term effects of e coaching through online bug-in-ear technology. Teacher Education and Special Education37(2), 161-181.

High-Quality Education Research.

This study 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. 

 

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.

Principals' Test Not Predictive of Success on the Job: Exam results show racial disparities

New research has found essentially no positive correlation between how would-be principals perform on a widely used licensure exam and their success as school leaders.

Superville. D.S. (2017). Principals' Test Not Predictive of Success on the Job: Exam results show racial disparities. Education Week. Retrieved from https://www.edweek.org/ew/articles/2017/04/05/principals-test-not-predictive-of-success-on.html

Highlights From PIRLS 2011: Reading Achievement of U.S. Fourth-Grade Students in an International complex

This report compares the performance of U.S. students with their peers around the world and also examines how the reading literacy of U.S. 4th-grade students has changed since the first administration of PIRLS in 2001- 2006. Results are presented by two student characteristics (sex and race/ethnicity) and by one measure of school poverty (percent of students in the school eligible for free or reduced price lunch). All differences described in this report are statistically significant at the .05 level. No statistical adjustments to account for multiple comparisons were used.

Thompson, S., Provasnik, S., Kastberg, D., Ferraro, D., Lemanski, N., Roey, S., & Jenkins, F. (2012). Highlights from PIRLS 2011: Reading Achievement of US Fourth-Grade Students in an International Context. NCES 2013-010. National Center for Education Statistics. Retrieved from https://files.eric.ed.gov/fulltext/ED537758.pdf

Find Out If Your Job Will Be Automated

Bloomberg has published an interactive graphic that reveals valuable information on the probability of a particular employment path being impacted by automation. The graphic also provides information on average annual wage, number of people employed in the sector, and academic degree required for the job. This data is especially important as schools consider models for preparing students’ future careers. As schools are increasingly held accountable for career preparation, how can educators use this data to create career pathways that will adequately equip students with the skills and knowledge required for well-paying jobs obtainable when they graduate?

 

Whitehouse, M., & Rojanasakul, M. (2017). Find out if your job will be automated. Retrieved from bloomberg.com.

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