In this study, we examine the association between attending a Non-Formal Learning Center (NLFC) in Sokoto and Bauchi states for at least nine months and reading outcomes for out-of-school children (OOSC) who are mainstreamed into formal schooling by grade 4 (P4). We use Hierarchical Linear Modeling with data from 1,116 pupil Early Grade Reading…

Autonomy is often discussed as a necessary condition for professionalism in any field, including the teaching profession. In the educational context, autonomy is seen to be critical for teachers to be able to synthesize their knowledge and skills and translate them into effective classroom practices in the best interest of their students. In…

The number of English Learners (EL) enrolled in general education classroom environments in Illinois is increasing. State assessment data demonstrates that EL students are academically behind in reading. Since general education teachers in Illinois are not required to have an ESL endorsement and teacher preparation programs do not consistently…

This research uses a descriptive quantitative statistical design to examine campus-level results from the State of Texas Assessments of Academic Readiness (STAAR). The focus is on describing the achievement disparities between campuses that implemented Transitional Bilingual Education (TBE) programs and those implementing Dual Language (DL)…

This research study was conducted to gain a better understanding of teacher perceptions, in both low-performing and high-performing urban charter schools, of the impact of administrative support, professional development, and teacher preparation in closing the achievement gap among fourth grade students. The trend over the last five years among…

Research to date on the effects of between-school tracking on inequalities in achievement and on performance has been inconclusive. A possible explanation is that different studies used different data, focused on different domains, and employed different measures of inequality. To address this issue, we used all accumulated data collected in the…

This is the 20th report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report assessment data for students with disabilities in K-12 schools in the United States. The purpose of this report is to examine the extent to which states reported 2016-17 assessment data for students with disabilities "to the…

Several national and international studies have indicated that there is an achievement gap between student literary reading and student informational reading, with the gap favoring literary reading. One plausible explanation for this gap is that reading informational text has been neglected in early grades in the U.S. (Dreher, 2003; Kletzien &…

The purpose of the qualitative social constructionist study was to explore the factors that enhance or impede parental involvement of Spanish-speaking Latino parents on both English Language Learners (ELL) and Former English Language Learners (f-ELL) in a Small City School District. According to Krogstad et. al. (2023), the United States Latino…

The effect of composition may be strong in systems where students are systematically sorted based on their socio-economic background. This paper aims to model the differential effect of class composition on pupils' achievement in Belgium (French-speaking Community), France, Spain and Portugal. Multilevel models are consequently tested on the…

The National Assessment of Educational Progress (NAEP) is an integral measure of academic progress over time. It is the largest nationally representative and continuing assessment of what our nation's students know and can do in various subjects such as civics, mathematics, reading, science, technology and engineering literacy, U.S. history, and…

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…

Utilizing the National Assessment of Educational Progress (NAEP) data, this study examined (1) how fourth and eighth-grade ELLs' mathematics and reading scores on national tests compared to their non-ELL peers' scores over the testing period between 2003 and 2011, and (2) if gender and ethnicity contributed to variation in the growth patterns…

This study presents a conceptual and evidentiary study pertaining to the micro and macro level factors influencing the achievement gap among migrant children from a cross-national standpoint. First, this study provides the most systematic investigation of the immigrant educational paradox theory, which asserts that on average, immigrants'…

Reading comprehension growth trajectories from 3rd to 7th grade were estimated for 99,919 students on a state reading comprehension assessment. We examined whether differences between students in general education (GE) and groups of students identified as exceptional learners were best characterized as stable, widening, or narrowing. The groups…