Since 2007, nineteen Houston Independent School District (HISD) campuses have partnered with Literacy Now to offer the Reading Intervention program. The Reading Intervention program provides individualized, small group reading tutorials for at-risk students in kindergarten to second grade to create proficient readers by the end of third grade.…

Analyzing data from two nationally representative kindergarten cohorts, we examine the mathematics content teachers cover in kindergarten. We expand upon prior research, finding that kindergarten teachers report emphasizing basic mathematics content. Although teachers reported increased coverage of advanced content between the 1998-1999 and…

Accurately measuring and modeling academic achievement growth is critical to support educational policy and practice. Using a nationally representative longitudinal data set, this study compared various models of mathematics achievement growth on the basis of both practical utility and optimal statistical fit and explored relationships within and…

This study examines the effect varying models have on student understanding of fractions. The study addressed the question of what students know and understand about fractional concepts through the use of discrete and continuous models. A sample of 54 students in kindergarten and 3rd grade were given an interview pretest, participated in…

Teachers spend most of their time in school in classrooms, and their instruction and teaching practices may be affected by classroom context such as class size. We examine whether teacher effects interact with classroom context such as class size. Specifically, we seek to determine whether teacher effects are more pronounced in small classes than…

The experimental evaluation of the "Tools of the Mind Pre-K Curriculum" described in this report was designed to examine the effectiveness of the "Tools of the Mind" ("Tools") curriculum for enhancing children's self-regulation skills and their academic preparation for kindergarten when compared to the usual…

Reviews of research on rural education suggest that identifying ways to help rural schools improve teachers' pedagogical skills should be a high priority. This article addresses this issue by examining changes in reading skills through the primary grades of students in three rural, Midwestern districts that occurred after the implementation of a…

Background: This is the fourth formal report describing the efficacy of the full-day, every day kindergarten program in the St. James School Division which was initiated in one school located in an economically-disadvantaged neighborhood in the 1997-1998 school year. The success of this undertaking led to the extension of the program in 1998-1999,…