Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 4 |
| Since 2006 (last 20 years) | 7 |
Descriptor
| Grade 4 | 7 |
| Program Effectiveness | 7 |
| Grade 5 | 6 |
| Elementary School Students | 5 |
| Academic Achievement | 4 |
| Program Evaluation | 4 |
| Elementary School Teachers | 3 |
| Grade 3 | 3 |
| Grade 6 | 3 |
| Intervention | 3 |
| Student Behavior | 3 |
| More ▼ | |
Source
| Center on Education Policy | 1 |
| Grantee Submission | 1 |
| National Center for Education… | 1 |
| National Center for Education… | 1 |
| Oregon Department of Education | 1 |
| Psychology in the Schools | 1 |
| WestEd | 1 |
Author
| Brion Marquez | 2 |
| Claudia Vincent | 2 |
| Hill Walker | 2 |
| Jessie Marquez | 2 |
| Jordan Pennefather | 2 |
| Keith Smolkowski | 2 |
| Lisa A. Strycker | 2 |
| Chojnacki, Greg | 1 |
| Costelloe, Sarah | 1 |
| Crissey, Sarah | 1 |
| Doolittle, Emily | 1 |
| More ▼ | |
Publication Type
| Numerical/Quantitative Data | 4 |
| Reports - Evaluative | 3 |
| Reports - Research | 3 |
| Journal Articles | 1 |
| Reports - General | 1 |
Education Level
| Elementary Education | 5 |
| Grade 4 | 5 |
| Grade 5 | 4 |
| Intermediate Grades | 3 |
| Middle Schools | 3 |
| Elementary Secondary Education | 2 |
| Grade 3 | 2 |
| Grade 6 | 2 |
| Early Childhood Education | 1 |
| Grade 10 | 1 |
| Grade 8 | 1 |
| More ▼ | |
Audience
| Media Staff | 1 |
| Parents | 1 |
| Researchers | 1 |
| Students | 1 |
Location
| Oregon | 7 |
| California | 2 |
| Connecticut | 1 |
| Illinois | 1 |
| Kentucky | 1 |
| Maryland | 1 |
| Minnesota | 1 |
| Missouri | 1 |
| New York | 1 |
| North Carolina | 1 |
| South Dakota | 1 |
| More ▼ | |
Laws, Policies, & Programs
| Elementary and Secondary… | 1 |
| No Child Left Behind Act 2001 | 1 |
| Stewart B McKinney Homeless… | 1 |
Assessments and Surveys
| Strengths and Difficulties… | 2 |
| ACT Assessment | 1 |
| Advanced Placement… | 1 |
| National Assessment of… | 1 |
| SAT (College Admission Test) | 1 |
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 1 |
| Meets WWC Standards with or without Reservations | 1 |
Peer reviewed
Direct linkKeith Smolkowski; Brion Marquez; Jessie Marquez; Claudia Vincent; Jordan Pennefather; Hill Walker; Lisa A. Strycker – Psychology in the Schools, 2023
Student behavior problems in general-education classrooms present a major barrier to effective teaching. Behavior challenges, such as disruptions, noncompliance, and peer conflicts, reduce instructional time, whereas prosocial behaviors, such as paying attention, being ready to work, asking for help, participating in class, and completing…
Descriptors: Self Management, Elementary School Students, Program Effectiveness, Student Behavior
Download full textKeith Smolkowski; Brion Marquez; Jessie Marquez; Claudia Vincent; Jordan Pennefather; Hill Walker; Lisa A. Strycker – Grantee Submission, 2022
Student behavior problems in general-education classrooms present a major barrier to effective teaching. Behavior challenges, such as disruptions, noncompliance, and peer conflicts, reduce instructional time, whereas prosocial behaviors, such as paying attention, being ready to work, asking for help, participating in class, and completing…
Descriptors: Self Management, Elementary School Students, Program Effectiveness, Student Behavior
Gleason, Philip; Crissey, Sarah; Chojnacki, Greg; Zukiewicz, Marykate; Silva, Tim; Costelloe, Sarah; O'Reilly, Fran – National Center for Education Evaluation and Regional Assistance, 2019
Most districts help teachers use data to improve student learning, often supporting this effort with federal funds. But many teachers feel unprepared to use student data to inform their instruction -- referred to as data-driven instruction (DDI) -- and there is little evidence of whether it improves student achievement. This report assesses an…
Descriptors: Data Use, Instruction, Academic Achievement, Professional Development
Nakamoto, Jonathan; Sobolew-Shubin, Sandy; Orland, Martin – WestEd, 2015
The purpose of this study was to assess the impact of the Arts for Learning (A4L) Lessons Project on the literacy and life skills of students in grades 3, 4, and 5. A4L Lessons is a supplementary literacy curriculum designed to blend the creativity and discipline of the arts with learning science to raise student achievement in reading and…
Descriptors: Art Education, Integrated Curriculum, School Districts, Reading Instruction
Oregon Department of Education, 2016
The Oregon Statewide Report Card is an annual publication required by law (ORS 329.115), which reports on the state of public schools and their progress towards the goals of the Oregon Educational Act for the 21st Century. The purpose of the Oregon Report Card is to monitor trends among school districts and Oregon's progress toward achieving the…
Descriptors: Public Schools, State Legislation, Trend Analysis, School Districts
Ruby, Allen; Doolittle, Emily – National Center for Education Research, 2010
The Institute of Education Sciences (IES) and the Division of Violence Prevention in the National Center for Injury Prevention and Control, Centers for Disease Control and Prevention (CDC) collaborated to conduct a rigorous impact evaluation of programs aimed at improving students' behavior. For this evaluation, such programs were termed Social…
Descriptors: Program Effectiveness, Student Behavior, Elementary School Students, School Activities
Center on Education Policy, 2009
This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps…
Descriptors: Federal Legislation, Low Income, American Indians, African American Students
