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Tag: methods

  • Closing the achievement gap with curriculum enrichment and differentiation: One school's story

    1/1/08 - Beecher, Margaret, Sweeny, Sheelah M.

    This article summarizes a unique approach to reducing the achievement gap that strategically blended differentiated curriculum with schoolwide enrichment teaching and learning. The theories of enrichment and instructional differentiation were translated into practice in an elementary school that had previously embraced a remedial paradigm. This enrichment approach resulted in improved student achievement and the reduction of the achievement gap between rich and poor and among different...

  • Collaborating for Change: Including All of Our Students

    1/1/97
  • Counterfeit Social Capital and Mexican-American Underachievement

    1/1/03 - Ream, Robert K.

    A critical issue facing U.S. schools and one with broad social implication is the persistent disparity in educational achievement between racial/ethnic groups. The achievement gap may be particularly pronounced for Mexican-Americans who constitute the vast majority of U.S. Latinos and are among the most educationally at risk of all Latino subgroups. By employing mixed-methods research techniques, this study shows that social network instability accompanying high mobility rates may contribute...

  • Development of the literacy achievement gap: A longitudinal study of kindergarten through third grade

    1/1/07 - Foster, Wayne A., Miller, Merideth

    Purpose: The major goal of this study was to specify the developmental trajectories for phonics and early text comprehension skills of children from kindergarten through third grade. Method: Data from the Early Childhood Longitudinal Study (N = 12,261) were used in this study. The participants were divided into 3 school readiness groups based on an assessment of literacy skill development at the time of entrance into kindergarten. The different groups were tracked on phonics and text...

  • Development of the Literacy Achievement Gap: A Longitudinal Study of Kindergarten Through Third Grade

    1/1/07 - Foster, Wayne A., Miller, Merideth

    Purpose: The major goal of this study was to specify the developmental trajectories for phonics and early text comprehension skills of children from kindergarten through third grade. Method: Data from the Early Childhood Longitudinal Study (N = 12,261) were used in this study. The participants were divided into 3 school readiness groups based on an assessment of literacy skill development at the time of entrance into kindergarten. The different groups were tracked on phonics and text...

  • Development of the Literacy Achievement Gap: A Longitudinal Study of Kindergarten Through Third Grade

    1/1/07 - Foster, Wayne A., Miller, Merideth

    Purpose: The major goal of this study was to specify the developmental trajectories for phonics and early text comprehension skills of children from kindergarten through third grade. Method: Data from the Early Childhood Longitudinal Study (N = 12,261) were used in this study. The participants were divided into 3 school readiness groups based on an assessment of literacy skill development at the time of entrance into kindergarten. The different groups were tracked on phonics and text...

  • Direct instruction: Its contributions to high school achievement

    1/1/00 - Kozioff, Martin A., LaNunziata, Louis, Cowardin, James, Bessellieu, Frances B.

    Describes the design principles, instructional practices, and specific curricula of Direct Instruction. At a time when public schools are increasingly held accountable for students' achievement and for closing and preventing the achievement gap between minority/disadvantaged and white/advantaged students, Direct Instruction provides highly effective programs whose implementation fosters beneficial change in students' engagement and achievement, in teachers' skill at instruction and...

  • Do Small Classes Reduce the Achievement Gap between Low and High Achievers? Evidence from Project STAR

    1/1/08 - Konstantopoulos, Spyros

    Given that previous findings on the social distribution of the effects of small classes have been mixed and inconclusive, in the present study I attempted to shed light on the mechanism through which small classes affect the achievement of low- and high-achieving students. I used data from a 4-year large-scale randomized experiment (project STAR) to examine the effects of small classes on the achievement gap. The sample consisted of nearly 11,000 elementary school students who participated...

  • Do Small Classes Reduce the Achievement Gap between Low and High Achievers? Evidence from Project STAR

    1/1/08 - Konstantopoulos, Spyros

    Given that previous findings on the social distribution of the effects of small classes have been mixed and inconclusive, in the present study I attempted to shed light on the mechanism through which small classes affect the achievement of low- and high-achieving students. I used data from a 4-year, large-scale, randomized experiment (project STAR) to examine the effects of small classes on the achievement gap. The sample consisted of nearly 11,000 elementary school students who participated...

  • Effects of single-sex and coeducational schooling on the gender gap in educational achievement

    1/1/08 - Gibb, Sheree J., Fergusson, David M., Horwood, L. John

    This study examined the effects of single-sex and coeducational schooling on the gender gap in educational achievement to age 25. Data were drawn from the Christchurch Health and Development Study, a longitudinal study of a birth cohort of 1265 individuals born in 1977 in Christchurch, New Zealand. After adjustment for a series of covariates related to school choice, there were significant differences between single-sex and coeducational schools in the size and direction of the gender gap...

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    Emerging evidence on improving high school student achievement and graduation rates: The effects of four popular improvement programs

    1/3/09 - Herlihy, C. M., Quint, J.

    The National High School Center released methods for improving low-performing high schools based on some of the most rigorous research currently available in the school reform arena. This research brief identifies lessons learned as well as key practices used to strengthen high schools and is based on evaluations of four widely used high school improvement programs.

  • From the ghetto to the ivory tower: Gendered effects of segregation on elite-college completion

    1/1/07 - Ehrmann, Nicholas

    Objectives: To explore the continuing consequences of segregation for students in elite colleges and test whether male and female students experience the effects of segregation in different ways. Methods: Data from the National Longitudinal Survey of Freshmen (NLSF, 1999-2003) are used to predict the odds of elite-college graduation separately by gender. Theories on childhood gender socialization are addressed using OLS and logistic regression models to test for gendered pathways through...

  • Gender Disparity in Science Education: The Causes, Consequences, and Solutions

    1/1/04 - Tindall, Tiffany, Hamil, Burnette

    Title IX of the 1972 Education Amendments prohibits sex discrimination in schools. However, research conducted since this time has consistently revealed that gender discrimination in schools remains, especially in the areas of science and mathematics. Girls are not receiving the same quality, or even quantity, of education as their male classmates. Over the past 20 years, a large body of international scholarly literature has developed to address gender disparity in science and science...

  • Girl friendly? Investigating the gender gap in national reading tests at age 11

    1/1/09

    Background: In England, there are concerns about boys' under-achievement in reading, and girls consistently do better than boys in national reading tests taken by 11-year-olds. At the same time, there have been accusations of bias in the content of the reading tests. Purpose: This article looks at the performance of boys and girls on the 2008 reading test during its development. Sample: In April 2007, 1423 students from a nationally representative sample of 62 primary schools participated in...

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    How progress monitoring assists decision making in a response to instruction framework

    1/14/09 - Speece, D.

    This 2007 brief studies an RTI model as a method of identifying children for special education services. Two children are discussed, whose profiles illustrate different aspects of the progress monitoring--RTI interface. It was presented by Deborah Speece and released by the National Center on Student Progress Monitoring.

  • How to differentiate instruction in mixed ability classroom

    1/1/01 - Tomlison, T. A.

    Greater number of students are diagoned with attention deficit and related disorder, so in todays diversed classroom setting it has become important to understand the diffferentiating teaching methods.

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