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Nianbo Dong; Keith C. Herman; Wendy M. Reinke; Sandra Jo Wilson; Catherine P. Bradshaw – Grantee Submission, 2022
Despite decades of concern about disparities in educational outcomes for low SES students and students of color, there has been limited rigorous study of programmatic approaches for reducing these disparities in elementary or middle schools. We conducted integrative data analysis (IDA) of the combined data from eight Institute of Education…
Descriptors: Outcomes of Education, Socioeconomic Status, Gender Differences, Racial Differences
Luke C. Miller; Beth E. Schueler – Grantee Submission, 2022
COVID-19 significantly impacted the educational and home environments for students throughout the Commonwealth of Virginia in ways that may have impacted student learning, as measured by standardized exams. We analyze statewide, student-level administrative and assessment data on the Standards of Learning (SOL) reading and math tests for the…
Descriptors: COVID-19, Pandemics, Public Schools, Measurement
Elizabeth Padhi; Luke C. Miller – Grantee Submission, 2022
The pandemic forced divisions to develop new approaches to educating students. Division officials had to consider the needs of their students and their resources at home, as well as the capacity of their workforce and existing infrastructure to provide instruction outside of the school building. We collected and coded over a thousand documents…
Descriptors: Distance Education, Pandemics, COVID-19, Electronic Learning
Ansari, Arya; Pianta, Robert C. – Grantee Submission, 2017
Data from the NICHD [National Institute of Child Health and Human Development] Study of Early Child Care and Youth Development (n = 1,307) were used to estimate the additive and multiplicative benefits of high quality child care between birth to 54 months of age and high quality elementary school education between first and fifth grade. Results…
Descriptors: Child Care, Young Children, Early Childhood Education, Elementary Education
Pasnak, Robert; Gagliano, Katrina; Righi, Matthew; Kidd, Julie K. – Grantee Submission, 2019
The effects of instructing kindergarten students (five-year-old in their first year of public school) on patterning were tested. Up to nine students in each class were randomly assigned to three groups in each of six classes, i.e., as many as three from a class in each group. One group received instruction on complex patterns similar to those…
Descriptors: Scores, Teaching Methods, Literacy Education, Mathematics Instruction
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Ford, Karen L.; Invernizzi, Marcia; Huang, Francis L. – Grantee Submission, 2014
The current study explored a possible continuum of spelling features that children receiving literacy instruction in Spanish might be expected to master in Grades 1-3. We administered a developmental spelling inventory representing nine distinct Spanish spelling features to 864 students in bilingual and dual language schools across the U.S.…
Descriptors: Spelling, Spanish, Bilingual Education, Phoneme Grapheme Correspondence