The purpose of this evaluation was to examine the impact of i-Ready Personalized Instruction on reading achievement, as measured by SBA scores. We compared students in schools using i-Ready Personalized Instruction school-wide (Treatment students) to students who only received i-Ready Diagnostic assessments and who were in schools only partially…

The purpose of this evaluation was to examine the impact of i-Ready Personalized Instruction on math achievement, as measured by SBA scores. We compared "striving learner" students who were assigned to use i-Ready Personalized Instruction (Treatment students) and "striving learner" students assigned to only receive i-Ready…

The purpose of this evaluation was to examine the impact of i-Ready Personalized Instruction on math achievement, as measured by SBA scores. We compared students in schools using i-Ready Personalized Instruction school-wide (Treatment students) and students who only received i-Ready Diagnostic assessments and who were in schools only partially…

This study investigated the effectiveness of conjoint behavioral consultation (CBC) for addressing externalizing behavior concerns in African American children at home and school in a low-socioeconomic status (SES), urban setting. A small-n, multiple-baseline design was employed across participants. Three of the six caregivers were unable to…

The short-term emphasis engendered by No Child Left Behind (NCLB) has focused research predominantly on unraveling the complexities and uncertainties in assessing short-term results, rather than developing methods and assessing results over the longer term. In this paper we focus on estimating long-term gains and address questions important to…

The authors identified trajectories of teacher-child relationship conflict and closeness from Grades 1 to 6, and associations between these trajectories and externalizing and internalizing behaviors at 11 years old among low-income, urban boys (N = 262). There were three main findings. Nagin cluster analyses indicated five trajectories for…

While students begin schooling with high engagement levels, these levels begin to drop in the middle years of schooling but appear to recover somewhat in 10th grade, suggesting that the middle years of schooling are an especially vulnerable time in terms of student engagement (Willms et al., 2009). Moreover disengagement is most common in students…

In this paper, we present a closer look at the student achievement trends in the District of Columbia between 2006-07 and 2012-13. We have three main conclusions. First, we find that overall, math scores in the District have improved. The improvements in reading scores during this time frame, however, were primarily limited to the first year after…

Research conclusions concerning predictors of academic success have been, at best, less than convincing. In fact, these conclusions are more conflicting or mixed when emotional constructs are used. As a result, modern curriculum developers as well as classroom instructors seem to deemphasize, if not ignore, the role of the affective domain in…