Inference skill is one of the most important predictors of reading comprehension. Still, there is little rigorous research investigating the effects of inference instruction on reading comprehension. There is no research investigating the effects of inference instruction on reading comprehension for English learners with reading comprehension…

This study presents estimates of Black-White, Hispanic-White, and income achievement gaps using data from two different types of reading and mathematics assessments: constructed-response assessments that were likely more cognitively demanding and state achievement tests that were likely less cognitively demanding (i.e., composed solely or largely…

This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were…

Research Findings: Given the growing literature pertaining to the importance of fine motor skills for later academic achievement (D. W. Grissmer, K. J. Grimm, S. M. Aiyer, W. M. Murrah, & J. S. Steele, 2010), the current study examines whether the fine motor skills of economically disadvantaged preschool students predict later academic…

This study captures the impact of school choice decisions by comparing the racial composition of the district schools students exited to the charter schools they entered. Charter school catchment areas are operationalized using a statewide student-level database to track school attendance patterns of individual students over 4 years. Charter…

The authors conducted a quasi-experimental investigation of effects on achievement by grade-level teams focused on improving learning. For 2 years (Phase 1), principals-only training was provided. During the final 3 years (Phase 2), school-based training was provided for principals and teacher leaders on stabilizing team settings and using…

The predictive validity of the Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS) in identifying gifted children among various sociocultural groups was examined. Regression analyses were computed between the SRBCSS and both the Standard Achievement Test and a standardized intelligence test. Implications for practice and…

Hispanic children with (n=148) and without (n=148) limited English proficiency were given the Naglieri Nonverbal Ability Test (NNAT; J. A. Naglieri. 1997a) and the Stanford Achievement Test-9th edition (SAT-9: 1995). The groups were selected from the NNAT standardization sample (N=22.620) and matched on geographic region, gender, socioeconomic…

Describes Suinn Mathematics Anxiety Rating Scale, Elementary Form (MARS-E) with sample of 105 Hispanic students. Correlating MARS-E scores with mathematics scores on Stanford Achievement Test (SAT) shows similarities in mathematics anxiety between Hispanics and normative non-Hispanics but Hispanics scored lower on SAT. Recommends additional…

Examines Dade County (Florida) Public Schools' process for exiting limited English-proficient students (LEPSs) from the English-for-Speakers-of-Other-Languages (ESOL) Program. Results with 500 LEPSs show that exiters perform successfully in regular classrooms. The Stanford Achievement Test discriminated between LEPS and non-LEPS performance on…

Closing the digital divide requires much more than buying equipment, it requires increasing the knowledge and skills of teachers using the technology, and access to digital tools in the community. In such a larger system of change, technology can serve as a catalyst for increasing teacher and student learning. The Anaheim City School District…