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Scharenberg, Katja; Rollett, Wolfram; Bos, Wilfried – School Effectiveness and School Improvement, 2019
Regarding research on inclusive education, it is unknown whether differences in classroom composition provide unequal opportunities for educational outcomes of students with special educational needs (SEN). We investigated effects of student characteristics and classroom composition on reading achievement and social participation of SEN students.…
Descriptors: Foreign Countries, Elementary School Students, Grade 4, Classroom Environment
Goldhaber, Dan; Theobald, Roddy; Tien, Christopher – Phi Delta Kappan, 2019
Despite the consistent policy focus on diversifying the teacher workforce, this workforce still fails to reflect the diversity of the student body in U.S. public schools. Dan Goldhaber, Roddy Theobald, and Christopher Tien examine the theoretical arguments and empirical evidence supporting the importance of teacher workforce diversity. They…
Descriptors: Diversity (Faculty), Public Schools, Student Diversity, Role Models
Empirical Education Inc., 2019
"Learning A-Z" contracted with Empirical Education to study the effectiveness of "Raz-Plus" in Milwaukee Public Schools during the 2016-17 school year. "Raz-Plus" is a literacy program that includes leveled books, skills practice, and digital activities and assessments. This study focused on 3rd, 4th, and 5th grade…
Descriptors: Public Schools, Grade 3, Grade 4, Grade 5
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Reid, Tingting; Heck, Ronald H. – AERA Online Paper Repository, 2017
Currently, one in five students in the United States is the child of immigrants, and by 2040 this ratio is projected to increase to one in three. Understanding these students' academic needs is a fundamental part of improving their performance in our nation's schools. Our study continues this research within a multilevel conceptual framework,…
Descriptors: Reading Achievement, Elementary School Students, Socioeconomic Status, Cultural Influences
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Walzebug, Anke; Kasper, Daniel – Assessment in Education: Principles, Policy & Practice, 2018
In "Progress in International Reading Literacy Study" (PIRLS) educational inequalities are measured, amongst others, through the relationship between students' reading achievements and the home resource for learning (HRL) scale. By applying the partial credit model and using the WLE estimates for the person parameters it is accepted that…
Descriptors: Grade 4, Achievement Tests, Foreign Countries, International Assessment
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Fourie, J.; Sedibe, M.; Muller, M. – Interchange: A Quarterly Review of Education, 2018
South Africa's education system has been characterized by various curriculum changes since 1997 given that basic education is a priority of this government and policies have specifically been aimed at improving the overall standard of education in the country. Despite these curriculum changes, the findings of tests such as the Progress in…
Descriptors: Foreign Countries, Literacy, Intervention, Low Achievement
Office of English Language Acquisition, US Department of Education, 2018
The National Assessment of Educational Progress (NAEP), also known as the Nation's Report Card, is the largest nationally representative assessment of what students know about mathematics, reading, science, writing, the arts, civics, economics, geography, U.S. history, and technology and engineering. This fact sheet reports only the reading and…
Descriptors: English (Second Language), Second Language Learning, Student Evaluation, Reading Achievement
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Guzmán-Simón, Fernando; Gil-Flores, Javier; Pacheco-Costa, Alejandra – Journal of Research in Reading, 2020
Background: Research has suggested that one of the most important variables for the development of reading comprehension is the home literacy environment, composed of the literacy interface and what is known as the limiting environment. The current study investigated Spanish children's reading comprehension in relation to these two dimensions.…
Descriptors: Elementary School Students, Reading Achievement, Achievement Tests, Foreign Countries
Wanzek, Jeanne; Al Otaiba, Stephanie; Schatschneider, Christopher; Donegan, Rachel E.; Rivas, Brenna; Jones, Francesca; Petscher, Yaacov – Grantee Submission, 2020
This study examined the effectiveness of the intensive implementation of a multicomponent reading intervention (Voyager Passport) with 306 fourth grade students with severe reading difficulties. Students with reading comprehension achievement below the 15%ile in the fall of fourth grade were randomly assigned to the intensive intervention or to…
Descriptors: Intervention, Grade 4, Elementary School Students, Reading Difficulties
Megan Kuhfeld; Beth Tarasawa; Angela Johnson; Erik Ruzek; Karyn Lewis – NWEA, 2020
In our report, "Learning during COVID-19: Initial findings on students' reading and math achievement and growth," we examine how school shutdowns impacted student achievement at the start of the 2020-21 school year. Using data from schools all over the country, we've built these visualizations to explore three key questions: (1) How have…
Descriptors: COVID-19, Pandemics, Reading Achievement, Mathematics Achievement
National Council on Teacher Quality, 2023
Up until 2020, National Assessment of Educational Progress (NAEP) reading scores had increased only slightly since the early 1990s with large achievement gaps for students of color and students living in poverty. Modest gains in fourth grade reading proficiency since 1992 were erased during the pandemic. The insufficient progress in reading even…
Descriptors: National Competency Tests, Reading Achievement, Reading Instruction, Scores
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Abdalla Mohamed – International Society for Technology, Education, and Science, 2023
Recognizing the limitations of the existing frameworks and models applied to estimate the learning loss caused by COVID-19 across the world by different studies, and the urgent need for estimating such loss at the different education levels, this paper, employs the Education Value Chain Analysis ( EVCA) approach as a new paradigm, attempts to…
Descriptors: COVID-19, Pandemics, Acceleration (Education), Intervention
Theobald, Roddy; Goldhaber, Dan; Holden, Kristian; Stein, Marcy – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2021
We used survey and administrative data from Washington State to assess the degree to which special education teacher preparation, district literacy instructional practices, and the alignment between preparation and practice were associated with the reading test score gains of students with high-incidence disabilities taught by early-career special…
Descriptors: Special Education Teachers, Teacher Education Programs, Teaching Methods, Literacy Education
Goldhaber, Dan; Kane, Thomas J.; McEachin, Andrew; Morton, Emily – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2022
In this paper, we use NWEA MAP test data to examine variation in students' achievement and growth during the pandemic across multiple dimensions. Consistent with prior evidence, we find that students' test scores in fall 2021, on average, were substantially below historic averages. Moreover, the average scores of students of color, students…
Descriptors: Academic Achievement, COVID-19, Pandemics, Tests
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King, Kathleen R.; Gonzales, Christine Rivera; Reinke, Wendy M. – Journal of Emotional and Behavioral Disorders, 2019
Students with early indicators of behavior risk have predictable, negative outcomes, and those with co-existing academic problems have significantly more negative outcomes. Identifying academic subclasses of students with behavior risk can inform integrated interventions and school-based problem-solving teams. In addition, identifying academic…
Descriptors: At Risk Students, Behavior Problems, Elementary School Students, Reading Achievement
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