Works in Progress: A Report on Middle and High School Improvement Programs is the Comprehensive School Reform Quality (CSRQ) Center’s initial contribution to provide reliable information and assistance to middle and high school educators and education reformers so that they can undertake effective improvement.
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This paper is a primer from which practitioners can draw when they are faced with new and unfamiliar research. It is an attempt to flesh out the most important aspects of quality research and to explain how those not trained in advanced research methods can be effective consumers of education research.
The primary purpose of this paper is to enumerate, categorize, and critique extant explanations for why single-sex schools should be more or less effective than coeducation schools, in what realms, and for what outcomes.
Low cost technologies, such as case studies, role plays, and part task trainers, have been effectively used to train teamwork related knowledge, skills, and attitudes in several high risk industries. Although trainees and instructional developers may prefer the ‘‘bells and whistles’’ of full mission simulators, we implore them to at least explore the use of lower fidelity alternatives, especially during the earliest phases of teamwork skill acquisition.
This paper addresses statistical aspects of the No Child Left Behind (NCLB) Act. One of the goals of this paper is to further the discussion on how gaps in performance might be defined and to offer candidate gap estimators. Each of the candidate definitions of gap given will be evaluated with respect to three quantitative measures of student performance derived from the National Assessment of Educational Progress (NAEP).
The purpose of this simulation was to assess the improvements in standard errors of estimates that could be expected if students participating in NAEP were pre-assigned to test booklets that were adapted to their level of performance based on their state assessment scores.
This study estimated the potential bias from "worst-case" scenarios of selective non-participation in NAEP, and examined the extent to which statistical methods can correct for that bias.
Determining the Cost of Providing All Children in New York an Adequate Education was a fifteen-month project to determine the cost of providing all New York public school students an “adequate” education.
This report summarizes key findings from the 2003 Maryland State Assessment of Adult Literacy.