The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering…

In this study, we use microdata from 12 Florida county-level school districts and a regression discontinuity design to examine the effects of early grade retention on the short-, medium-, and long-term outcomes of English learners. We find that retention in the third-grade substantially improves the English skills of these students, reducing the…

Studies have shown that math skills in early childhood are uniquely and strongly predictive of later outcomes across a range of domains and well into adulthood, including the likelihood of graduating from high school and college completion. The Making Pre-K Count and High 5s studies were designed to rigorously test the short- and long-term effects…

This study examined the impact of a commonly adopted elementary universal social-emotional learning program, Second Step, on student social-emotional and academic outcomes following 2 years of implementation. The cluster-randomized wait-list control trial included 61 schools, 321 teachers, and 8,941 early elementary students across 2 states, with…

We estimate relative achievement effects of the four most commonly adopted elementary mathematics textbooks in the fall of 2008 and fall of 2009 in California. Our findings indicate that one book, Houghton Mifflin's "California Math," is more effective than the other three, raising student achievement by 0.05 to 0.08 student-level…

This article contributes to the literature on school turnaround by examining the effect of the North Carolina Transformation (NCT) initiative, which was implemented in 75 low-performing schools after the state's efforts to turn around the lowest performing schools under Race to the Top ended, on student reading score growth in grades K-3. Reading…

Reading Recovery is a first-grade literacy intervention program with notable short-term benefits, but there are sustainability studies that highlight inconclusive evidence of its enduring success. It was unclear if formerly enrolled Reading Recovery students continue to have long-term literacy skill retention after exiting the literacy…

The study authors examined the impact of "Responsive Classroom," a professional development program for teachers, on student achievement. This study took place in a large, ethnically and socioeconomically diverse district in a mid-Atlantic state. The intervention was implemented during 3 school years from 2008 to 2011. Study authors…

In 2010, Iredell-Statesville Schools was awarded an Investing in Innovation grant (i3) from the Office of Innovation and Improvement within the Federal Department of Education. Collaborative Organizational Model to Promote Aligned Support Structures (COMPASS) is a development grant that seeks to meet the needs of students with disabilities,…

This article reports on a study that investigated achievement in math of third and fourth grade dual language immersion (DLI) students, building on research that has demonstrated the academic achievement of students who receive content instruction predominantly in the target language. Our study expands the scope and methodology of prior research…

The Good Behavior Game (GBG) is a group contingency intervention that has effectively reduced disruptive behavior and improved classroom management in many replications, for various settings and populations. The student composition of American public schools is changing, leading to culturally and linguistically diverse classrooms with unique…

Though the immediate effect of Reading Recovery (RR) is both strong and well established, the longer term or sustained effect has been less studied and the evidence regarding it has been less conclusive. Michigan Reading Recovery students (n = 328) were compared to control students (n = 264) while in first (2009-2010), third (2011), and fourth…

Purpose: This study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools. Method: Effects of a supplemental intervention targeting academic vocabulary in first through third grades were…

This study evaluates the impacts and costs of the Reading Partners program, which uses community volunteers to provide one-on-one tutoring to struggling readers in under-resourced elementary schools. The evaluation uses an experimental design. Students were randomly assigned within 19 different Reading Partners sites to a program or control…

While school lunch has the potential to be a time for students to develop appropriate social skills, most cafeterias are rife with disruptive and aggressive behavior. Lunch monitors struggle to effectively manage the many students eating lunch and yet few evidence-based cafeteria interventions exist. The purpose of this study was to implement and…