The problem addressed in this study is that the low reading proficiency levels of marginalized elementary students significantly affect their future academic achievement and life outcomes. The purpose of this quantitative comparative study was to investigate the differences in the reading proficiency levels of marginalized Grade 3-5 students in a…

The purpose of this study was to determine if Appreciative Inquiry affects assessment scores of middle school students, grades 6-8. The data used in this study was collected from a cohort of students impacted by the COVID-19 pandemic school shutdowns with inconsistent return to structured, continuous in school routines. The data used in this study…

Given the significant role that academic self-concept plays in students' learning, understanding the psychological processes involved in its formation continues to be an important focus of enquiry. There is strong empirical support for two major models of academic self-concept (ASC) formation: the big-fish-little-pond (BFLP) model and the…

Project Explore targeted minority students in grades six through eight who attended 28 Houston Independent School District (HISD) middle schools during the 2019-2020 academic year. In 2019-2020, a total of 2,095 students were accepted for participation in the Project Explore program, and an additional 715 students were waitlisted for program…

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 evaluated the implementation of a climate science curriculum intervention for students in Grades 4 and 5, including those who were typically achieving and those with difficulties in mathematics, reading, or both. Pre- and posttests of measurement and climate change science concepts were administered at the beginning and end of each…

The purpose of this study was to study the impact on student performance due to participation in the Catapult Learning Intervention program in the Mathematics and Reading services offered in a religious non-public school system in the Northeastern United States from grades 6-8. Student scaled scores from the NWEA MAP assessments administered at…

The "optimism hypothesis" claims that immigrant students do better in the Norwegian education system than their socioeconomic status would suggest, due to the strong educational aspirations that immigrant parents might have for their children. Grounded in an educational equity paradigm, this study aims to test this hypothesis by…

Research on reading achievement and reading motivation has rarely addressed the question if and how they affect each other over time. In our study, we investigate the reciprocal effects between reading achievement and both intrinsic and extrinsic reading motivation during elementary school. We measured reading achievement and intrinsic and…

The purpose of this study was to conduct a rigorous, external evaluation of the impact of the "Education Galaxy" Online Assessment, Practice, and Instruction programs on mathematics and reading achievement. Specifically, the study used a quasi-experimental (matched comparison) design that conforms with the requirements of the Every…

As advances in technology allowed national and state education assessments to be administered digitally, many school districts transitioned to computer-based instructional programs and assessments to improve student achievement and better prepare students for high-stakes computerized assessments. One such rural public school district in…

Based upon the ecological perspective and the social cognitive theory, this study examined the role of reading self-efficacy in the associations of contextual factors with reading achievement by establishing an educational ecology of reading. The model included student factors, student/home factors, student/school factors, and school factors of…

Background: After elementary school, students in Germany are separated into different school tracks (i.e., school types) with the aim of creating homogeneous student groups in secondary school. Consequently, the development of students' reading achievement diverges across school types. Findings on this achievement gap have been criticized as…

The goal of the current study was to investigate the role of academic enablers on the association between symptoms of inattention and hyperactivity/impulsivity and academic achievement. There were 395 3rd through 5th grade students (48% boys). Students self-rated behavioral symptoms and classroom teachers completed ratings of academic enablers.…

Using a comparative mixed methods approach, this study examines the impact of residential experiences on pupil cognitive and non-cognitive development in year six in England. SAT's results and termly progress data in numeracy and literacy were collected. In addition, a ROPELOC survey, focus groups and interviews were used to assess non-cognitive…