In this commentary, the author reflects on four studies that have greatly expanded the knowledge base on effective interventions in mathematics, and he provides four rigorous experimental studies of approaches for students likely to experience difficulties learning mathematics over a large grade-level span (pre-K to 4th grade). All of the…

The New York State Department of Education (NYSED) has been supporting selected districts in the planning and implementation of PreK-3rd Grade systems. NYSED is supporting the use of the Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches developed by Kauerz and Coffman (2013). Recognizing the ultimate goal of PreK-3rd…

As states and districts expand access to publicly funded PreK programs, researchers and policymakers have been grappling with experimental evidence demonstrating that the benefits of PreK on academic skills are not likely to last into early elementary school. A leading hypothesis to explain this phenomenon is that PreK and the elementary grades…

In 2006, the easyCBM reading assessment system was developed to support the progress monitoring of phoneme segmenting, letter names and sounds recognition, word reading, passage reading fluency, and comprehension skill development in elementary schools. More recently, the Common Core Standards in English Language Arts have been introduced as a…

Educational material often includes engaging perceptual information. However, this perceptual information is often extraneous and may compete with the deeper to-be-learned structure, consequently hindering either the learning of relevant structure or its transfer to new situations. This hypothesis was tested in 4 experiments in which 6- to…

Five hundred and seventeen words from the easyCBM Word Reading assessment (n = 57 kindergarten, 117 first grade, 172 second grade, and 171 third grade) were examined by 15 teachers for their correspondence with the Common Core State Standards in English Language Arts. In particular, the degree of correspondence between Standard 3 ("Phonics…

Wisconsin's adoption of the Common Core State Standards provides an excellent opportunity for Wisconsin school districts and communities to define expectations from birth through preparation for college and work. By aligning the existing Wisconsin Model Early Learning Standards with the Wisconsin Common Core State Standards, expectations can be…

In "Creating Learning Environments in the Early Grades that Support Teacher and Student Success," the National Center on Time & Learning (NCTL) profiles three expanded-time elementary schools that leverage a longer school day to better serve young students. In particular, the report describes how a longer day opens up opportunities…

Within a response to intervention system of teaching and learning, important instructional decision-making (e.g., implementation of targeted intervention) is regularly tied to the results of formative assessments administered to students throughout the academic year. The validity of these instructional decisions depends to an extent on the…

This paper presents findings of an efficacy trial examining the effect of a multi-tiered instruction and intervention model on first grade, at risk students' reading outcomes. Schools (n = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of SAT-10…

Differentiated instruction means matching instruction to meet the different needs of learners. To deliver the wide range of instruction required to accommodate differing levels of learners in a classroom, teachers must use data-informed, small group instruction designed specifically to meet students' needs (Kosanovich, Ladinsky, Nelson, Torgesen,…

This study uses an existing evaluation model and previously established measurement tools to evaluate the quality and success of Urban Compass, a private non-profit after-school program for elementary school children in the Watts district of Los Angeles. This evaluation had two major objectives. The first objective was to assess program quality by…

Great progress has been made in learning how to provide more responsive instructional and behavioral supports to students through efforts in Response to Intervention and Positive Behavior and Intervention Supports. This article presents information and data on a longitudinal study designed to accelerate first graders at-risk for reading…

This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students' reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of…

Development of the Common Core State Standards (CCSS), and the creation of the Smarter Balanced Assessment Consortium (Smarter Balanced) and the Partnership for Assessment of Readiness for College and Careers (PARCC), changes the pattern of accountability testing. These changes raise the question: "How should NAEP's validity and utility be…