In this study, I explored children's development of rhythmic music literacy using a language acquisition paradigm. An emergent, constructivist curriculum was implemented over one academic year with 39 children, 5-8 years old. Children were involved in audiation-based active listening, singing, moving, chanting, and playing instruments and engaged…

We employed data from a longitudinal investigation of over 1,000 children who participated in Tulsa's universal school-based pre-K program in 2005, and path modeling techniques, to examine the contribution of pre-K classroom quality to both kindergarten- and middle-school academic skills. We also examined gender and income-related differences in…

From expert authors, this book guides educators to conduct assessments that inform daily instruction and identify the assets that emergent bilinguals bring to the classroom. Effective practices are reviewed for screening, assessment, and progress monitoring in the areas of oral language, beginning reading skills, vocabulary and comprehension in…

This in-brief technical report documents the results from two different analytic approaches for examining the reliability of the slope for easyCBM® math measures in Grades K-8. Results varied by grade, assessment measure, and the analytic approach. Results patterns are discussed.

The purpose of this study was to improve access to general education curricula, through the use of an iPad, for students with intellectual disabilities (IDs). The participants were 72 students (kindergarten through eighth grade) identified as having an ID. During the 6-week study, the 41 students in the experimental iPad group received academic…

Recent studies suggest that the relation between nonsymbolic magnitude processing skills and math competence is mediated by symbolic number processing. However, less is known about whether mapping between nonsymbolic and symbolic magnitude representations also mediates that relation, and whether the mediating role of symbolic number processing is…

This report demonstrates the effects of the Arkansas Better Chance program (ABC) on late elementary and middle school outcomes. End of year assessments, which varied over the course of the study years, were examined for students of three preschool cohorts. Students included in the statewide study received free lunch all years and were enrolled in…

Whether or not we are teachers, all of us must make sense of language. In doing so, we encounter representations of language, implicit or explicit descriptions which shift over time and are always tied to social and political interests. Teachers' work necessarily depends on these descriptions, which are deeply embedded within their…

Previous studies about ELs have reported data on active English Learners--defined as those students who have not yet reached proficiency on a state English test--at a specific moment in time. This study, for the first time, analyzed the long-term trajectories of 18,000 CPS students who began kindergarten as ELs and followed their progress all the…

This study examined achievement trajectories in mathematics and reading from school entry through the end of middle school with linear and nonlinear growth curves in 2 large longitudinal data sets (National Longitudinal Study of Youth--Children and Young Adults and Early Childhood Longitudinal Study--Kindergarten Cohort [ECLS-K]). The S-shaped…

Prior research evaluating school entry age effects has largely overlooked the effects on social-behavioral skills despite the growing recognition of returns to such skills. This study is the first to examine the effects of kindergarten entry age on children's social-behavioral outcomes using 9 years of panel data on a national sample of U.S.…

Background: Research has demonstrated the importance of understanding the multiple factors that shape parents' relationships with schools, including the resources parents have at their disposal, their own educational histories, and the influence of school cultures and policies. Less is known, however, about how parents' engagement relates to their…

This report summarizes Austin Independent School District English learner students' (ELs) TELPAS performance on the 2018 Spring administration. TELPAS is the state of Texas' student assessment of English language proficiency. Performance is summarized by domain and composite ratings, and years in U.S. schools. The changes made to the test are also…

This report demonstrates the effects of the Arkansas Better Chance program (ABC) on late elementary and middle school outcomes. End of year assessments, which varied over the course of the study years, were examined for students of three preschool cohorts. Students included in the statewide study received free lunch all years and were enrolled in…

This year's report examines the critical role community plays in education. Integrating learning that takes place inside and outside of school has always been a powerful strategy to support student success, but it gained special relevance this year, as school closures made family and community members integral parts of students' daily learning.…