LXD Research was engaged by 95 Percent Group to conduct a third-party, mixed-methods efficacy study of their 95 Phonics Core Program (95 PCP) to evaluate the impact on fourth and fifth grade literacy outcomes over the school year 2023-2024. LXD analyzed the formative assessment data from i-Ready, focusing on overall scale scores, subdomains, and…

Explore Learning contracted with LearnPlatform, a third-party edtech research company, to examine the relationship between student usage of Frax and math learning outcomes. Frax is a game-based, adaptive technology designed using the latest research on effective fractions instruction to support all learners in meeting early standards for fractions…

As part of integrated instruction, educators aim to efficiently and simultaneously address learning goals across multiple subject areas like English language arts (ELA) and science or social studies. While studies are beginning to show that this instructional approach can be effective, it is challenging to implement in practice, requiring that…

The purpose of this study was to determine if students who scored in the lower percentiles range (1st to 10th) on the spring 2017 NWEA MAP assessment obtained a post ADDITION 1 score in BlueStreak Math during the 2017-18 school year had higher observed growth in RIT scores than students who scored in the lower percentiles ranges but did not obtain…

This paper describes a secondary analysis of the National Assessment of Educational Progress (NAEP) reading scores by gender. Data were national public 4th- and 8th-grade reading scores from composite and subscales for 2005, 2007, 2009, 2011, and 2013. Twelfth-grade scores for composite and literary experience from 2005, 2009, and 2013 and gain…

Issues related to full-time inclusive programs have been particularly controversial for elementary students with learning disabilities. The nature of this controversy has changed substantially over the last decade, given the emphasis on high stakes accountability for all students in the No Child Left Behind (NCLB) Act and IDEA 2004. In spite of…

School districts required under No Child Left Behind to provide supplemental educational services (SES) to students in schools that are not making adequate yearly progress rely heavily on the private sector to offer choice in service provision. If the market does not work to drive out ineffective providers, students will be less likely to gain…

Pennsylvania System of School Assessment (PSSA) data from one rural school system covering four groups of children for a consecutive three year period was used to study the impact of transient students entering the school system. The analysis compared native children (those on roll since the first year) with transient children added to or deleted…

Over the years the amount of homework and what kind of homework students are completing on a nightly basis has changed dramatically. From the early 1900s when homework was abolished because it was considered a violation of child labor laws to today when after No Child Left Behind was enacted in 2002, the focus has moved to evaluating academic…

As education continues to progress schools are constantly seeking innovative ways to cultivate and enhance achievement for all students. As a result many public schools are pushing toward the inclusion model. This model includes co-taught instruction to meet the many needs of special education students. This research study was implemented to…

The No Child Left Behind Act (NCLB) permits the Secretary of Education to use NAEP achievement level scores, in concert with other data, to confirm state testing results. The U.S. Department of Education has not yet published a guidance document describing how NAEP might be used appropriately. A review of the literature from the Department and…

This study of Kentucky's 4th-grade NAEP reading scores was designed to: (1) describe progress from 2002-2007; (2) examine score gaps by gender, race, eligibility for free/reduced lunch, and 75th/25th percentile 2002-2007, (3) explore relationships between teacher-quality and 2005/ 2007 scores. The study, begun at 2007 NAEP data training, was…

St. Martin Hall, a demonstration school affiliated with Our Lady of the Lake University in San Antonio, Texas, collaborated with the Harry Jersig Center to test students for speech and language difficulties or hearing loss. A significant number of the children were from economically disadvantaged homes. Most of the children were Hispanic.…

The No Child Left Behind Act of 2001 calls for 100% proficiency in reading and mathematics by 2014. The mandate thus transforms reading and mathematics into high-stakes subject areas. This quantitative cross-sectional study examined legislated testing mandates in relation to burnout subscales, emotional exhaustion, depersonalization, and personal…

Under the No Child Left Behind (NCLB) Act of 2001, the administration of the National Assessment of Educational Progress (NAEP) became mandatory for all states in mathematics and reading for grades four and eight. Under NCLB the stated role and purpose of collecting achievement data from states varies from being a "discussion tool" to a…