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Category » Research- 1/1/09 - Melissa Raspa, Kathleen Hebbeler, Don Bailey
The Family Outcomes Survey (FOS) provides a way for state and local programs serving young children to assess the extent to which families have achieved a variety of outcomes. This document provides suggestions on how to analyze the data from the survey; the analyses can then be used to plan for program improvement. The document is written for state agency staff, but many of the suggested analyses could be carried out at the local level as well. - 1/1/09 - Elizabeth Kozleksi, Amanda Sullivan, Kara Sujansky
This report provides a snapshot of Connecticut’s efforts to provide for the education of students identified as having disabilities and students identified as CLD.2 We use NCCRESt’s conceptual framework for culturally responsive educational systems, which focuses on the connections between people, policies, and practices, to provide a schema for analyzing the relationships between federal, state, LEA, and school policies. - 1/1/09 - Elizabeth Kozleski, Amanda Sullivan
This State Profile provides a snapshot of North Carolina's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education. - 1/1/08 - Elizabeth Kozleski, Amanda Sullivan, Federico Waitoller
This State Profile provides a snapshot of Tennessee's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education. - 1/1/08 - Elizabeth Kozleski, Amanda Sullivan, Federico Waitoller
This State Profile provides a snapshot of Wisconsin's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education. - 1/1/08 - Goe, E., Bell, C., Little, O.
This research synthesis examines how teacher effectiveness is currently measured and provides practical guidance for how best to evaluate teacher effectiveness. It evaluates the research on teacher effectiveness and the different instruments used to measure it. In addition, it defines the components and indicators that characterize effective teachers, extending this definition beyond teachers' contribution to student achievement gains to include how teachers impact classrooms, schools, and... - Strain, P. , Dunlap, G.
This fact sheet describes what evidence-based practitioners do, notes some of the challenges that affect the implementation of evidence-based practices, and offers advice for addressing those challenges. - 1/1/07 - Elizabeth Kozleksi, Shelley Zion, Tom Hidalgo
The purpose of this study was to more fully understand what strategies and interventions were successful for selected districts in the state. This study was undertaken as a collaborative venture with CSDE, the National Center for Culturally Responsive Educational Systems (NCCRESt), and Learning Innovations @ WestEd/NERRC. - 1/1/09 - Daphne L.M Worsham
Based on the priorities of IDEA 2004 states must report on their effectiveness in several areas. Parent Involvement is Indicator 8 in the State Performance Plan (submitted every 6 years) and the Annual Performance Report: “Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities.” (20 U.S.C. 1416 (a)(3)(A)). In the State Performance Plan (SPP... - 1/1/09 - Jean Baldwin Grossman
This methodological brief is designed to provide both program operators and researchers with practical advice about how to assess a program's implementation and impact. Adapted from an article that first appeared in The Handbook of Youth Mentoring (DuBois and Karcher, ed. 2005), the brief focuses on the evaluation of mentoring programs, but the lessons and insights provided are broadly applicable to various kinds of social programs. - 1/1/09 - Worsham, D.
As the SPP family survey results start rolling in it is becoming apparent to many that the returns are not quite what had been hoped for. The response rate may be low, or some of the questions not answered, or one particular demographic group not represented at all, due either to failure to be able to deliver the survey to them, or failure of the families to return the completed surveys. The variations on the theme are many, and the “solutions” just as varied, sometimes difficult, and in... - 1/1/08 - National Dropout Prevention Center for Students with Disabilities,
Provides a guide for examining Indicator B-1 (graduation) to assist in planning technical assistance - 1/1/08 - National Dropout Prevention Center for Students with Disabilities,
Provides a guide to examining Indicator B-2 (dropout) to assist with planning technical assistance - 12/1/07 - Barbara Smith, Kyrie Dragoo
When you read a research article, you're likely to run across descriptions of how the researchers analyzed the data they collected. There may be many terms about their statistical methods that leave you wondering, huh? In order to understand what the authors are trying to say, you need to understand their lingo. This Connections page can help you do just that. - 1/1/07 - Data Accountability Center,, Westat,
“Many different methods of calculating disproportionality exist. Each of these methods represents a different way of reporting the same data, and each answers a different question about racial/ethnic representation in special education. This technical assistance guide focuses on two of the more common methods: composition and risk. (The authors) also discuss the risk ratio as a means for comparing risk. This technical assistance guide summarizes how to apply each of these methods... - 1/1/09 - Goe, E., Croft, A.
This brief is intended to help regional centers and state policymakers as they consider evaluation methods to clarify policy, develop new strategies, identify effective teachers, or guide and support districts in selecting and using appropriate evaluation methods for various purposes.
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