Download or read book National Assessment of Title I Final Report Volume II Closing the Reading Gap written by Joseph Torgesen and published by . This book was released on 2007 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: This two-volume report, and Summary of Key Findings, presents findings from the congressionally mandated National Assessment of Title I on the implementation and impact of the program. Volume I [see ED499017] contains key findings on the implementation of the program under No Child Left Behind, and Volume II presents a report on follow-up findings from Closing the Reading Gap, an evaluation of the impact of supplemental remedial reading programs on achievement of 3rd and 5th grade students. According to the National Assessment of Educational Progress (U.S. Department of Education 2006), 36 percent of fourth graders read below the basic level. Such literacy problems can worsen as students advance through school and are exposed to progressively more complex concepts and courses. The nation's 16,000 school districts are spending hundreds of millions of dollars on educational products and services developed by textbook publishers, commercial providers, and nonprofit organizations, yet little is known about the effectiveness of these interventions. To help shed light on their effectiveness, the authors of the present volume initiated an evaluation of either parts or all of four widely used programs for elementary school students with reading problems. The programs are Corrective Reading, Failure Free Reading, Spell Read P.A.T., and Wilson Reading, all of which would be more intensive and skillfully delivered than the programs typically provided in public schools. The programs incorporate explicit and systematic instruction in the basic reading skills in which struggling readers are frequently deficient. This study is a large-scale, longitudinal evaluation comprising two main elements. The first element of the evaluation is an impact study designed to determine: (1) the impact of being in any of the four remedial reading interventions, considered as a group, relative to the instruction provided by the schools; (2) whether the impacts of the interventions vary across students with different baseline characteristics; and (3) the extent that the instruction provided in this study close the reading gap and bring struggling readers within the normal range, relative to the instruction provided by their schools. The second element of the evaluation is an implementation study that has two components: (1) an exploration of the similarities and differences in reading instruction offered in the four interventions; and (2) a description of the regular instruction that students in the control group received in the absence of the interventions, and of the regular instruction received by the treatment group beyond the interventions. The evaluation found that the interventions: improved some reading skills; did not improve Pennsylvania System of School Assessment (PSSA) scores; narrowed some reading gaps; and helped third-graders more than fifth graders, although the interventions did not consistently benefit any one subgroup more than another. The following are appended: (1) Details of Study Design and Implementation; (2) Data Collection; (3) Weighting Adjustments and Missing Data; (4) Details of Statistical Methods; (5) Intervention Impacts on Spelling and Calculation; (6) Instructional Group Clustering; (7) Baseline Characteristics of the PSSA Sample; (8) Impact Estimate Standard Errors, Test Statistics, and P-Values; (9) Estimated R-Squared Values and Intraclass Correlations; (10) Scientific Advisory Board; (11) PSSA Data Collection Form; (12) Sample Test Items; (13) Teacher Survey Form; (14) School Records Form. (Contains 54 footnotes, 28 tables, 1 exhibit, and 30 figures.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by the Corporation for the Advancement of Policy Evaluation. Additional funding of the interventions was provided by: the Barksdale Reading institute; the Haan Foundation for Children; and the Raymond Foundation.].
Download or read book National Assessment of Title 1 Interim Report written by and published by . This book was released on 2006 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt: To assist school students with poor reading abilities, schools in the United States spend millions of dollars on untested literacy interventions. This report aims to address this gap with an evaluation of four of the most widely used programs aimed at 3rd and 5th grade school children. It assesses their effectiveness in improving reading skills, whether the impacts of the programs vary across students with different baseline characteristics, and to what extent these interventions close the reading gap and bring struggling readers within the normal range. The evaluation was conducted with 50 primary schools across school districts outside Pittsburgh, Pennsylvania, during the 2003-04 school year, and included 742 students identified as struggling readers. The programs tested were the Spell Read P.A.T., Failure Free Reading and modified versions of Corrective Reading and Wilson Reading, with seven measures of reading skill administered at the beginning and end of the school year to assess student progress. This report presents findings from the evaluation.
Download or read book National Assessment of Title I Summary of key findings written by and published by . This book was released on 2007 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book National Assessment of Title I Final Report Summary of Key Findings NCEE 2008 4014 written by Institute of Education Sciences (ED), Washington, DC. and published by . This book was released on 2007 with total page 43 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report expands and updates the information provided in the "National Assessment of Title I Interim Report" that was released in April 2006. New data on the implementation of Title I are provided on the targeting and uses of Title I funds, services for private school students, characteristics of students participating in the school choice and supplemental services options, achievement trends on the NAEP science assessment, and surveys of parents and supplemental service providers. Updated data on student achievement on state assessments, school and district identification for improvement, and highly qualified teachers, and schools' AYP and improvement status are also provided. New data are provided for third- and fifth-graders who participated in one of four promising remedial reading interventions during the 2003-04 school year as part of the "Closing the Reading Gap" study. These students' reading skills were assessed again in spring 2005, one year after the end of the intervention, to evaluate sustained effects of the interventions. This is one of three documents constituting the mandated Final Report on the National Assessment of Title I. This "Summary of Key Findings" contains findings from both Volume I, "Implementation," [see ED491143] and Volume II, "Closing the Reading Gap: Findings from a Randomized Trial of Four Reading Interventions for Striving Readers" [see ED491144]. Appended is a list of National Assessment of Title I Independent Review Panel Members. (Contains 15 exhibits.) [This report was produced by the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES).].
Download or read book National Assessment of Title I written by and published by . This book was released on 2006 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book National Assessment of Title I written by and published by . This book was released on 2007 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book National Assessment of Title I Final Report Volume I written by Stephanie Stullich and published by . This book was released on 2007 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: This two-volume report, and Summary of Key Findings, presents findings from the congressionally mandated National Assessment of Title I on the implementation and impact of the program. Volume I contains key findings on the implementation of the program under No Child Left Behind, and Volume II [see ED499018] presents a report on follow-up findings from Closing the Reading Gap, an evaluation of the impact of supplemental remedial reading programs on achievement of 3rd and 5th grade students. This report constitutes Volume I of the 2007 "Report on the National Assessment of Title I" and focuses on implementation of key Title I provisions including the following: (1) Characteristics of Title I participants and services for students in private schools; (2) Targeting and uses of Title I funds; (3) Trends in student achievement on state assessments and on the National Assessment of Educational Progress (NAEP); (4) Implementation of state assessment systems; (5) Accountability and support for school improvement; (6) Title I school choice and supplemental educational services; and (7) Teacher quality and professional development. The report draws on data from two Department evaluations of NCLB implementation, the National Longitudinal Study of NCLB, and the Study of State Implementation of Accountability and Teacher Quality Under NCLB, both of which collected data in the 2004-05 school year. The report also includes data from other evaluation studies, state performance reports, NAEP, and other sources. The following are appended: (1) Description of Major Data Sources Used in This Report; (2) Supplemental Exhibits; and (3) Standard Error Tables. (Contains 120 exhibits and 294 endnotes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by the Policy and Program Studies Service, Office of Planning, Evaluation and Policy Development.].
Download or read book National Assessment of Title I written by and published by . This book was released on 2006 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt: To assess the effectiveness of four remedial reading programs in improving the reading skills of 3 rd and 5 th graders, whether the impacts of the programs vary across students with different baseline characteristics, and to what extent can this instruction close the reading gap and bring struggling readers within the normal range, relative to the instruction normally provided by their schools.
Download or read book National Assessment of Title I written by Institute of Education Sciences (ED), Washington, DC. and published by . This book was released on 2006 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is one of three documents constituting the mandated Interim Report on the National Assessment of Title I. This Executive Summary describes the studies that comprise the National Assessment of Title I and provides executive summaries of the findings of Volumes I and II. Volume I, Implementation of Title I, focuses on implementation of key Title I provisions related to state assessments, accountability, school choice and supplemental educational services, and teacher quality, as well as examining trends in student achievement. The report draws on data from two evaluations of NCLB implementation conducted by the Department, the National Longitudinal Study of NCLB and the Study of State Implementation of Accountability and Teacher Quality Under NCLB, both of which collected data in the 2004-05 school year. The report also includes data from earlier studies, state performance reports, the National Assessment of Educational Progress, and other sources. Volume II, Closing the Achievement Gap, is an evaluation of either parts or all of four widely used programs for elementary school students with reading problems. The programs are Corrective Reading, Failure Free Reading, Spell Read P.A.T., and Wilson Reading, all of which are expected to be more intensive and skillfully delivered than the programs typically provided in public schools. The following is appended: Independent Review Panel Members. (Contains 12 figures and 5 tables.).
Download or read book National Assessment of Title I Implementation of Title I written by and published by . This book was released on 2007 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book State and Local Implementation of the No Child Left Behind Act written by and published by . This book was released on 2007 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading Development and Difficulties written by David A. Kilpatrick and published by Springer Nature. This book was released on 2019-09-25 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an overview of current research on the development of reading skills as well as practices to assist educational professionals with assessment, prevention, and intervention for students with reading difficulties. The book reviews the Componential Model of Reading (CMR) and provides assessment techniques, instructional recommendations, and application models. It pinpoints specific cognitive, psychological, and environmental deficits contributing to low reading skills, so educators can accurately identify student problems and design and implement appropriate interventions. Chapters offer methods for assessing problems in decoding, word and sound recognition, and comprehension. In addition, chapters emphasize the recognition of student individuality as readers and learners, from understanding distinctions between difficulties and disabilities to the effects of first-language orthography on second-language learning. Topics featured in this book include: Learning the structure of language at the word level. Reading comprehension and reading comprehension difficulties Assessing reading in second language learners. Effective prevention and intervention for word-level reading difficulties. The neurobiological nature of developmental dyslexia. Reading Development and Difficulties is a must-have resource for researchers, practitioners, and graduate students in varied fields, including child and school psychology; assessment, testing, and evaluation; social work; and special education. "I think the book has the potential to be a game changer. It will certainly challenge the expectations of policy makers, not to mention the teachers of beginning readers. These chapters will enhance the knowledge base of those in our schools who are charged with the lofty task of assuring that children have the best possible opportunities to acquire the skill of reading.” Sir Jim Rose Chair and author of Independent Review of the Teaching of Early Reading: Final Report (2006)
Download or read book From A Nation at Risk to No Child Left Behind written by Maris Vinovskis and published by Teachers College Press. This book was released on 2015-04-17 with total page 586 pages. Available in PDF, EPUB and Kindle. Book excerpt: Distinguished historian and policy analyst Maris Vinovskis examines federal K-12 education policies, beginning with the publication of A Nation at Risk and focusing on the National Education Goals, America 2000, Goals 2000, and No Child Left Behind. In addition to discussing key policy debates, he also addresses the practical aspects of implementing and evaluating school and classroom reforms, drawing on his unique experiences working in the Department of Education during both the George H.W. Bush and Bill Clinton administrations.
Download or read book Handbook of Field Experiments written by Esther Duflo and published by Elsevier. This book was released on 2017-03-21 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt: Handbook of Field Experiments, Volume Two explains how to conduct experimental research, presents a catalog of research to date, and describes which areas remain to be explored. The new volume includes sections on field experiments in education in developing countries, how to design social protection programs, a section on how to combat poverty, and updates on data relating to the impact and determinants of health levels in low-income countries. Separating itself from circumscribed debates of specialists, this volume surpasses the many journal articles and narrowly-defined books written by practitioners. This ongoing series will be of particular interest to scholars working with experimental methods. Users will find results from politics, education, and more. Balances methodological insights with analyses of principal findings and suggestions for further research Appeals broadly to social scientists seeking to develop an expertise in field experiments Written in a language that is accessible to graduate students and non-specialist economists
Download or read book National Assessment of Title I written by Stephanie Stullich and published by . This book was released on 2006 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Title I program, created in 1965, is the largest federal program supporting elementary and secondary education and is intended to help ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state standards and assessments. The No Child Left Behind Act of 2001 (NCLB) expanded the assessment and accountability provisions in the law while also creating new provisions related to parental choice and teacher quality. The purpose of this report is to examine the implementation of key Title I provisions related to state assessments, accountability, school choice and supplemental educational services, and teacher quality, as well as examining trends in student achievement. The report synthesizes key findings from a variety of studies and data sources, including the National Longitudinal Study of No Child Left Behind and the Study of State Implementation of Accountability and Teacher Quality Under No Child Left Behind which are repeated cross-sectional surveys of states, districts, and schools, as well as state performance reports and the National Assessment of Educational Progress. The following are appended: (1) Descriptions of Major Data Sources Included in This Report; (2) Supplemental Exhibits; and (3) Standard Error Tables. (Contains 91 exhibits and 185 endnotes.).
Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book All Students Can Succeed written by Jean Stockard and published by Rowman & Littlefield. This book was released on 2020-07-09 with total page 311 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on more than ten years of research, All Students Can Succeed presents a comprehensive review of research related to Direct Instruction (DI), a highly structured method of teaching based on the assumption that all students can learn if given appropriate instruction. The authors identify over 500 research reports published over the last 50 years and encompassing almost 4,000 effect sizes, no doubt the largest meta-analysis of any single method of instruction ever published. Extensive statistical analyses show that estimates of DI’s effectiveness are consistent over time, with different research approaches, across different school environments, students from all types of backgrounds, different comparative programs, and both academic achievement and non-academic outcomes including student self-confidence. Effects are substantially stronger than those reported for other curricula. When students have DI for more time and when teachers implement the programs as designed, the effects are even stronger. Results indicate that DI has the potential to dramatically change patterns of student achievement in the United States. In an even-handed style accessible to policy makers, educators, and parents, the authors describe the theory underlying DI, its development, use, and history; systematically examine criticisms; and discuss policy implications. Extensive appendices provide detailed information for researchers.
