This document represents the technical appendix intended to accompany "Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies. NCEE Evaluation Brief. NCEE 2014-4010." Contents include: (1) Summary of Related, Non-Peer-Reviewed Studies; (2) Methods for Comparing Findings…

This qualitative study explores large, urban, mid-western principal perspectives about cyberbullying and the policy components and practices that they have found effective and ineffective at reducing its occurrence and/or negative effect on their schools' learning environments. More specifically, the researcher was interested in learning more…

This article reviews research on the achievement outcomes of mathematics programs for middle and high schools. Study inclusion requirements include use of a randomized or matched control group, a study duration of at least 12 weeks, and equality at pretest. There were 100 qualifying studies, 26 of which used random assignment to treatments. Effect…

This article explores central elements that facilitate successful mathematics professional development in urban secondary schools through a case study of one long-term effort. The following research question guided this study: How can schools structure professional development that supports teacher learning and addresses the complex realities of…

As part of compliance with with the federal No Child Left Behind Act, this document presents the State Report Card of Arizona for 2009-2010. The report card provides tables relating to percentage of students who passed AIMS in Arizona by subject and grade. The tables shown in this document include: (1) Mathematics Grade 3; (2) Reading Grade 3; (3)…