UTRPP addressed the i3 Development Grant Absolute Priority 1, Subpart 2: Increase equitable access to effective teachers or principals for low-income and high-need students. UTRPP infused comprehensive, job-embedded professional development (PD) for participating Residents and other teachers; established triads and quads to support Residents; and…

This study evaluates the impact of the privatization of education services in the Philadelphia School District, using an interrupted time series design. The sample observes 88 middle-grades schools, beginning with the 1996-97 school year, and finds that, by 2006, four years postintervention, the achievement growth rate of schools run by…

I analyze the longer-run effects of a college-preparatory program implemented in inner-city schools that included payments to eleventh- and twelfth- grade students and their teachers for passing scores on Advanced Placement exams. Affected students attended college in greater numbers, were more likely to remain in college beyond their first year,…

The No Child Left Behind (NCLB) legislation has created pressure for districts to improve their students' proficiency levels on state tests. Districts that fail to meet their academic targets for 3 years must use their Title I funds to pay for supplemental education services (SES) that provide tutoring or other academic instruction. Many…

The purpose of the study was to determine the effectiveness of the Class-Wide Function-related Intervention Teams (CW-FIT) program, a group contingency intervention for whole classes, and for students with disruptive behaviors who are at risk for emotional/behavioral disorders (EBD). The CW-FIT program includes four elements designed from…

Reading fluency has been identified as a key component in effective literacy instruction (National Reading Panel, 2000). Instruction in reading fluency has been shown to lead to improvements in reading achievement. Reading fluency instruction is most commonly associated with guided repeated oral reading instruction. In the present retrospective…

This paper presents a curriculum, textbook and test result analysis for the new (to California) elementary school "Key Standard" mathematics curriculum, transplanted in 1998 from it's foreign roots in Asia and Europe, locations with far different cultural and economic backgrounds. Based on topic analysis methods developed by Michigan…

A yearlong experimental study showed positive effects of a professional development project that involved 19 urban elementary schools, 180 teachers, and 3735 students from one of the lowest performing school districts in California. Algebraic reasoning as generalized arithmetic and the study of relations was used as the centerpiece for work with…

Examines parent involvement practices and philosophies of an urban education model, Project FAST, to develop collaborative relationships between parents and schools. Student achievement and parental commitment to education are greater in this program than in a traditional setting. (MMU)

This technical report presents third-year analyses of the progress of five Maryland elementary schools participating in a multi-school, multi-district implementation of the Core Knowledge Curriculum (E. Hirsch, 1987, 1996). Third-year results are presented in the areas of implementation and outcomes. Factors clearly affecting implementation of…

This report describes the effects of Project Graduation Really Achieves Dreams (GRAD) on student progress at three high schools in Houston (the initiative's original site) and at high schools in two other school districts (Columbus, Ohio, and Atlanta, Georgia). MDRC--a nonprofit, nonpartisan research organization--conducted a third-party…

The Quantum Opportunities Project (QOP) was a multisite youth development demonstration project funded by the Ford Foundation in San Antonio (Texas), Philadelphia (Pennsylvania), Milwaukee (Wisconsin), Saginaw (Michigan), and Oklahoma City (Oklahoma). The programs, organized around educational activities, guaranteed up to 250 hours of education,…

In 1997, Lindamood-Bell Learning Processes partnered with Pueblo School District 60 (PSD60), a heavily minority urban district with many Title I schools, to implement a theoretically based initiative designed to improve Colorado Student Assessment Program reading scores. In this study, the authors examined achievement in Grades 3-5 during the…

Project SEED is a U.S. nationwide program in which professional mathematicians and scientists from major universities, research corporations, and the community teach abstract, conceptually oriented mathematics to full-sized classes of elementary school children on a daily basis as an extra-period supplement to their mathematics program. The…

Presents findings of a study that focused on two "I Have a Dream" programs. Identifies factors related to the demonstrated success, including high school graduation rates, of these 2 programs in comparison with 10 others and discusses the importance of social capital in the support of youth in inner-city contexts. (SLD)