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Direct linkKelley Durkin; Mark W. Lipsey; Dale C. Farran; Sarah E. Wiesen – Grantee Submission, 2022
As state-funded prekindergarten programs expand, it is critical to investigate their short- and long-term effects. This paper presents the results through 6th grade of a longitudinal randomized control study of the effects of a scaled-up, state-supported pre-k program. The analytic sample includes 2990 children from low-income families who applied…
Descriptors: Preschool Education, Low Income, Elementary School Students, Academic Achievement
Jeannette Mancilla-Martinez; Min Hyun Oh; Gigi Luk; Adam Rollins – Grantee Submission, 2023
Using state-level data, we report unadjusted and adjusted odds ratio of special education (SPED) trends in Tennessee from 2009-2019 for students in grades 3-8 by 3 language groups: native English speakers (NES), English-proficient bilinguals (EPB) and Current English learners (Current EL). We report trends across all SPED disability categories and…
Descriptors: Special Education, Educational Trends, Elementary School Students, Grade 3
Graham, Steve; Wolbers, Kimberly; Dostal, Hannah; Holcomb, Leala – Grantee Submission, 2021
Forty-four elementary grade teachers of deaf and hard of hearing students were surveyed about how they taught writing and their beliefs about writing. Beliefs about writing included their self-efficacy to teach writing, attitude towards writing, and epistemological beliefs about writing. These teachers from 15 different states in the United States…
Descriptors: Elementary School Teachers, Deafness, Hearing Impairments, Students with Disabilities
