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Download full textPhelan, Julia; Egger, Jeffrey; Kim, Junok; Choi, Kilchan; Keum, Eunhee; Chung, Gregory K. W. K.; Baker, Eva L. – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2021
The National Math + Science Initiative (NMSI) is a nonprofit organization committed to improving educational outcomes that traces its roots back to the early 1990s. NMSI's College Readiness Program (CRP) is a long-standing program with the goal of promoting STEM education in high schools to improve students' preparation for college. The three-year…
Descriptors: College Readiness, Nonprofit Organizations, Program Evaluation, STEM Education
Herman, Joan L.; Epstein, Scott; Leon, Seth; Dai, Yunyun; La Torre Matrundola, Deborah; Reber, Sarah; Choi, Kilchan – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2015
The Bill and Melinda Gates Foundation invested in the Literacy Design Collaborative (LDC) as one strategy to support teachers' and students' transition to the Common Core State Standards (CCSS) in English language arts. This report provides an early look at the implementation of LDC in sixth-grade Advanced Reading classes in a large Florida…
Descriptors: Instructional Design, Common Core State Standards, Language Arts, Grade 6
Peer reviewed
Direct linkPhelan, Julia C.; Choi, Kilchan; Niemi, David; Vendlinski, Terry P.; Baker, Eva L.; Herman, Joan – Assessment in Education: Principles, Policy & Practice, 2012
This paper describes results from field testing of middle-school math formative assessments alongside professional development and instructional resources. We employed a randomised, controlled design to address the question: Does using our formative assessment strategies improve student performance on assessments of key mathematical ideas relative…
Descriptors: Middle School Students, Mathematics Achievement, Mathematics Tests, Formative Evaluation
Phelan, Julia; Choi, Kilchan; Vendlinski, Terry; Baker, Eva; Herman, Joan – Journal of Educational Research, 2011
The authors describe results from a study of a middle school mathematics formative assessment strategy. They employed a randomized, controlled design to address the following question: Does using our strategy improve student performance on assessments of key mathematical ideas relative to a comparison group? Eighty-five teachers and 4,091 students…
Descriptors: Student Evaluation, Formative Evaluation, Pretests Posttests, Scores
Phelan, Julia; Vendlinski, Terry; Choi, Kilchan; Herman, Joan; Baker, Eva L. – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2011
The POWERSOURCE[c] intervention is a generalizable and powerful formative assessment-based strategy that can be integrated with any ongoing mathematics curriculum to improve teachers' knowledge and practice and, in turn, student learning. Our primary research objectives are based on our hypotheses that as a result of POWERSOURCE[c], teachers will…
Descriptors: Mathematics Curriculum, Computer Managed Instruction, Intervention, Formative Evaluation
Choi, Kilchan; Seltzer, Michael; Herman, Joan; Yamashiro, Kyo – Educational Measurement: Issues and Practice, 2007
The No Child Left Behind Act (NCLB, 2002) establishes ambitious goals for increasing student learning and attaining equity in the distribution of student performance. Schools must assure that all students, including all significant subgroups, show adequate yearly progress (AYP) toward the goal of 100% proficiency by the year 2014. In this paper,…
Descriptors: Federal Legislation, Educational Improvement, Urban Schools, Academic Achievement
