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Download full textSchulte, Ann C.; Nese, Joseph F. T.; Stevens, Joseph J.; Yel, Nedim; Tindal, Gerald; Anderson, Daniel; Elliott, Stephen N. – National Center on Assessment and Accountability for Special Education, 2017
This technical report is one of a series of four technical reports that describe the results of a study comparing eight alternative models for estimating school academic achievement using data from the Arizona, North Carolina, Oregon, and Pennsylvania accountability systems. The purpose of these reports was to evaluate a broad range of models…
Descriptors: School Effectiveness, Models, Computation, Comparative Analysis
Meador, Deanna; Nesbitt, Kimberly; Farran, Dale – Peabody Research Institute, 2015
The "Experimental Evaluation of the Tools of the Mind Pre-K Curriculum" study was designed to compare the effectiveness of the "Tools of the Mind" ("Tools") curriculum to the curricula the school system is currently using in enhancing children's self-regulation skills and their academic preparation for kindergarten.…
Descriptors: Curriculum Evaluation, Preschool Curriculum, Self Management, Academic Achievement
Robert Wood Johnson Foundation, 2015
A 20-year retrospective study, funded by the Robert Wood Johnson Foundation and published in the July 2015 issue of the "American Journal of Public Health," suggests that kindergarten students who are more inclined to exhibit "social competence" traits--such as sharing, cooperating, or helping other kids--may be more likely to…
Descriptors: Young Children, Kindergarten, Interpersonal Competence, Individual Development
Farran, Dale C.; Wilson, Sandra J.; Meador, Deanna; Norvell, Jennifer; Nesbitt, Kimberly – Peabody Research Institute, 2015
The experimental evaluation of the "Tools of the Mind Pre-K Curriculum" described in this report was designed to examine the effectiveness of the "Tools of the Mind" ("Tools") curriculum for enhancing children's self-regulation skills and their academic preparation for kindergarten when compared to the usual…
Descriptors: Curriculum Evaluation, Preschool Curriculum, Self Management, Academic Achievement
Xu, Zeyu; Hannaway, Jane; D'Souza, Stephanie – National Center for Analysis of Longitudinal Data in Education Research, 2009
This paper describes the school mobility rates for elementary and middle school students in North Carolina and attempts to estimate the effect of school mobility on the performance of different groups of students using student fixed effects models. School mobility is defined as changing schools at times that are non-promotional (e.g., moving…
Descriptors: Academic Achievement, Longitudinal Studies, Performance Factors, Cohort Analysis
Peer reviewed
Direct linkArmor, David J.; O'Neill, Stephanie Duck – Teachers College Record, 2010
Background/Context: In most judicial and social science debates about school desegregation, it is usually assumed that educational and social benefits, if significant, help establish a compelling purpose for school desegregation plans. Less thought has been given to whether the degree of benefits should factor into whether a plan is narrowly…
Descriptors: African American Students, Social Science Research, Desegregation Plans, Magnet Schools
McMillen, Bradley J. – Education Policy Analysis Archives, 2004
In order to examine the relationship between school size and achievement, a study was conducted using longitudinal achievement data from North Carolina for three separate cohorts of public school students (one elementary, one middle and one high school). Results revealed several interactions between size and student characteristics, all of which…
Descriptors: Academic Achievement, School Size, Student Characteristics, Achievement Gap
