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Direct linkMargaret Elizabeth Lilleskov – ProQuest LLC, 2023
A person's literacy level impacts multitudinous aspects of their life. Determining and implementing effective procedures to address reading struggles continues to plague the education sector. The purpose of this qualitative descriptive study was to explore how teachers in the fourth grade describe how they select and implement reading intervention…
Descriptors: Elementary School Teachers, Teacher Attitudes, Teaching Methods, Intervention
Peer reviewedMarkovitz, Carrie E.; Hernandez, Marc W.; Hedberg, E. C.; Whitmore, Heidi W. – American Educational Research Journal, 2022
This study examines the impacts of two AmeriCorps programs, Minnesota Reading Corps and Wisconsin Reading Corps, where AmeriCorps volunteers provide literacy tutoring to at-risk kindergarten through third-grade (K-3) students utilizing a response-to-intervention framework. This evaluation replicates a prior randomized controlled trial evaluation…
Descriptors: Program Effectiveness, Volunteers, Reading Programs, Elementary School Students
Rooney, Ann M. – ProQuest LLC, 2022
The purpose of this research study was to determine if there is a relationship between the implementation phase of Response to Intervention (RTI), an academic multi-tiered system of support, and eighth grade students' mathematics, reading, and science Minnesota Comprehensive Assessments (MCAs) proficiency achievement. Data for this study were…
Descriptors: Program Implementation, Response to Intervention, Academic Achievement, Middle School Students
Dustin Lee Julius – ProQuest LLC, 2023
The purpose of this research is to determine whether the achievement gap between Black and White students differs significantly between Minnesota public charter schools and traditional Minnesota public schools. The reading and math proficiency gaps between Black and White students in Minnesota are among the largest in the nation. Despite the fact…
Descriptors: Academic Achievement, Achievement Gap, Public Schools, Charter Schools
Download full textBos, Johannes M.; Graczewski, Cheryl; Dhillon, Sonica; Auchstetter, Amelia; Cassasanto-Ferro, Julia; Kitmitto, Sami – American Institutes for Research, 2022
The purpose of this study is to evaluate the implementation and impacts of the Building Assets, Reducing Risks (BARR) model in its first year of implementation in 66 schools across the U.S. and to document scale-up progress during the Investing in Innovation (i3) grant period (2017-2021). The impact evaluation included 21,529 9th grade students…
Descriptors: Program Effectiveness, Grade 9, Secondary School Students, Secondary School Teachers
Rogness, Steve; Fergus, Meredith; Krager, Sally – Minnesota Office of Higher Education, 2022
"Getting Prepared 2020" examines patterns of developmental education for Minnesota public high school graduates from the classes of 2012 to 2019 who enrolled in Minnesota postsecondary institutions. This report provides insight into the academic readiness of Minnesota public high school graduates. Developmental education adds to the…
Descriptors: Developmental Studies Programs, Course Selection (Students), High School Graduates, College Readiness
Sisaket, Lesley; Krager-Constantine, Sally; Rogness, Steve – Minnesota Office of Higher Education, 2022
"Getting Prepared 2021" examines Minnesota public high school graduates from the classes of 2013-2020 who enrolled in postsecondary education and those enrolled in developmental education. This report provides insight into the academic readiness of Minnesota public high school graduates. Developmental education courses add to the overall…
Descriptors: High School Graduates, Remedial Instruction, Tuition, Educational Opportunities
