It is increasingly clear that targeting beginning readers is not enough to ensure that students will have access to advanced education and will become economically successful citizens who fulfill their obligations for social and civic participation.
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This communication framework was developed to promote effective dialogue about the measurement of teacher quality and effectiveness. It facilitates communication about policies regarding teacher effectiveness by helping to build a shared understanding of the terminology used in the discussion.
This report describes kindergartners’ early education experiences in each of the four regions of the United States. Findings from this report indicate that kindergartners’ preschool experiences and kindergarten program type vary by the regions in which their schools are located and by the regional characteristics of these kindergartners, their families, and their schools.
How can classroom teachers maximize the learning potential of their adult basic education (ABE) students while, at the same time, attending to differences among them? Instead of expecting learners to adjust to the lessons they plan, teachers need to plan their lessons to adjust to the learners at hand. - Focus on Basics Newsletter, NCSALL
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.
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.
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.
An extensive compilation of the questions asked at the National Center on Student Progress Monitoring's first Summer Institute about Curriculum Based Measurement, as well as others that may be helpful.
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.
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.