Education - All Reports and Products
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Saturday, May 7, 2005
Report: Model Institutions for Excellence (MIE) Program
In 2004, NSF contracted with the American Institutes for Research (AIR) to conduct a short-term study to assess program impact and collect evidence of project success in infrastructure enhancement (i.e., courses, equipment, faculty), and student recruitment, retention, graduation and advancement in STEM careers. In addition, the study was to describe the project model(s) and determine whether or not the model(s) could guide national efforts for achieving and sustaining diversity in the STEM workforce.
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Sunday, May 1, 2005
Report: Issue Brief: Reasons for Adults' Participation in Work-Related Courses, 2002-03
Using nationally representative data from the Adult Education for Work-related Reasons Survey of the 2003 National Household Education Surveys Program (NHES), this Issue Brief examines the reasons that adults participate in formal educational courses for work-related reasons.
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Friday, April 15, 2005
Report: Relationships Between Family Risks and Children’s Reading and Mathematics Growth from Kindergarten through Third Grade
This paper explores whether kindergartners’ reading and mathematics gains over the first 4 years of school are more strongly associated with particular risk factors alone or in combination, as opposed to the cumulative number of family risk factors a child experiences. Second, the analysis makes use of the reading and mathematics data collected at 4 time points to describe achievement growth over time, rather than using scores from two time points as a measure of academic gain.
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Friday, April 15, 2005
Report: The Mexican Translation of TIMSS-1995: Lessons on Test Translation from a Post-Mortem Study
This paper is a contribution to test translation review. It provides a conceptual framework for the coding of translation errors, and provides some empirical evidence on the effect of translation errors on student performance.
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Tuesday, April 12, 2005
Report: Student Content Engagement as a Construct for the Measurement of Effective Classroom Instruction and Teacher Knowledge
The effort to link statistically student achievement to measures of teaching or teachers has proven very difficult. Analysts generally agree that the impacts of effective teachers on student achievement are important. The problem for analysts has been in identifying the characteristics of high quality teaching or teachers.
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Monday, April 11, 2005
Report: Sustainability: Examining the Survival of Schools’ Comprehensive School Reform Efforts
By examining how comprehensive school reformers complete their life course, this paper highlights the importance of studying sustainability as well as the importance of being clear about what is being sustained.
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Monday, April 11, 2005
Report: The Role of Social Capital in Comprehensive School Reform
Using data from a large-scale program evaluation of comprehensive school reform (CSR), the authors of this report examine the role of social capital in the context of CSR.
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Monday, April 11, 2005
Report: A Multi-Method Approach to Evaluating Elementary School Comprehensive School Reform Models
The purpose of this paper is to 1) present a multi-methods approach of evaluating comprehensive school reform models, 2) describe the Comprehensive School Reform Quality Center’s standards for evaluating CSR effectiveness; and 3) provide pilot data and results from one comprehensive school reform model provider.
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Monday, April 11, 2005
Report: Evaluating the Implementation of Comprehensive School Reform and Its Impact on Growth in Student Achievement
This study examines the relationship between the implementation of comprehensive school reform (CSR) and growth in student achievement.
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Monday, April 11, 2005
Report: Adoption: Exploring the Initiation of Comprehensive School Reform Models
The process through which a school adopts a comprehensive school reform (CSR) model has been suggested to be a key element in the lifecycle of school reform, contributing to stakeholder buy-in and subsequent implementation. In this paper, we study the model adoption process, both on a national scale with survey data and in closer depth with qualitative case study data.
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Monday, April 11, 2005
Report: The Implications of NCLB Accountability for Comprehensive School Reform
Each year, when states release assessment results, new schools join the ranks of those identified for improvement under No Child Left Behind (NCLB). Associated with this identification are mandated actions which have the potential to derail or redirect existing school reform efforts. The question remains of how to reconcile the implementation of NCLB accountability mandates with ongoing CSR efforts.
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Monday, April 11, 2005
Report: Summary: Evaluation of Mathematics with Meaning and Textual Power through Student Achievement Analysis
Student achievement depends on an array of factors within and beyond the classroom environment. Even within classrooms, a complex interplay of factors affects achievement. These factors include not only the curriculum but also teaching practices. In this paper, we are interested in two associated pilot programs, consisting of professional development, instructional strategies, and curricular materials and how these programs impact student achievement.
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Monday, April 11, 2005
Report: Fundamental Problems in the Measurement of Instructional Processes
Developing reliable and valid national-level survey measures of instructional processes and other classroom conditions related to learning has proven exceptionally difficult. This report focuses on the size of the impact that can be expected from instruction and teachers on student achievement and on the conceptualization of measures of instruction and other classroom conditions related to learning.
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Monday, April 11, 2005
Report: Deeper Look at Implementation: School-Level Stakeholders’ Perceptions of Comprehensive School Reform
This qualitative, comparative case study examines how school stakeholders understood comprehensive school reform (CSR) implementation, and how contextual factors influenced the process of CSR model implementation.
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Monday, April 11, 2005
Report: Using Item Difficulty and Item Position to Measure Test Fatigue
This study compared item difficulties (p-values and b-parameters) from administering the same items in field testing and live testing. Negative changes in item performance based on test position may indicate student fatigue. Contrary to some previous evidence, results showed declines in student performance as items dropped to lower positions on tests.
