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Barragan Torres, Mariana; Cashdollar, Sarah; Wang, Yi; Bates, Meg – Online Submission, 2022
In March of 2020, in response to the onset of the COVID-19 pandemic, the state of Illinois mandated the transition to remote instruction for all schools. Although schools had the option to resume in-person instruction during the 2020-21 school year (SY21), the Illinois State Board of Education (ISBE) acknowledged that in-person instruction may not…
Descriptors: COVID-19, Pandemics, School Closing, Distance Education
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Cashdollar, Sarah; Wang, Yi; Barragan Torres, Mariana; Bates, Meg – Online Submission, 2022
The onset of the COVID-19 pandemic in the spring of 2020 was marked by a transition to remote learning in Illinois schools and nationwide. The following school year, schools and families faced difficult decisions about how and when to return to in-person learning. School leaders, parents and caregivers, and students considered how to balance…
Descriptors: COVID-19, Pandemics, School Closing, Distance Education
Rebarber, Theodor – Pioneer Institute for Public Policy Research, 2020
This study finds that, breaking with decades of slow improvement, U.S. reading and math scores on the National Assessment of Educational Progress (NAEP) and other assessments have seen historic declines since most states implemented national Common Core English and math curriculum standards six years ago. This descriptive analysis is designed to…
Descriptors: Common Core State Standards, National Competency Tests, Reading Achievement, Mathematics Achievement
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Johnson, Matthew T.; Lipscomb, Stephen; Gill, Brian – Journal of Research on Educational Effectiveness, 2015
Teacher value-added models (VAMs) must isolate teachers' contributions to student achievement to be valid. Well-known VAMs use different specifications, however, leaving policymakers with little clear guidance for constructing a valid model. We examine the sensitivity of teacher value-added estimates under different models based on whether they…
Descriptors: Teacher Effectiveness, Teacher Influence, Academic Achievement, Models
Northwest Evaluation Association, 2016
Northwest Evaluation Association™ (NWEA™) is committed to providing partners with useful tools to help make inferences from the Measures of Academic Progress® (MAP®) interim assessment scores. One important tool is the concordance table between MAP and state summative assessments. Concordance tables have been used for decades to relate scores on…
Descriptors: Scores, Inferences, Academic Achievement, Achievement Tests
Olszewski-Kubilius, Paula; Steenbergen-Hu, Saiying; Thomson, Dana; Rosen, Rhoda – Gifted Child Quarterly, 2017
This longitudinal study examined the outcomes of Project Excite on reducing minority students' achievement gaps in STEM over 14 years. Project Excite was designed to provide intensive supplemental enrichment and accelerated programming for high-potential, underrepresented minority students from third through eighth grades to better prepare them…
Descriptors: Achievement Gap, STEM Education, Longitudinal Studies, Minority Group Students
Allensworth, Elaine M.; Gwynne, Julia A.; Moore, Paul; de La Torre, Marisa – University of Chicago Consortium on Chicago School Research, 2014
Preparation for college and careers begins when students are young, yet, it can be difficult for middle grade educators to know how best to prepare these students for future success. Middle grade practitioners need to know what to pay attention to and who needs additional support. Without knowing how to identify students who are on-track for high…
Descriptors: Middle Schools, Urban Schools, College Preparation, At Risk Students
Allensworth, Elaine M.; Gwynne, Julia A.; Moore, Paul; de La Torre, Marisa – University of Chicago Consortium on Chicago School Research, 2014
The transition from eighth grade to high school results in a substantial drop in course performance for many students. These declines in performance lead students to fall off-track for obtaining high school and college degrees. By using data on students' middle grade performance, high school staff can set goals for their students to help them meet…
Descriptors: Public Schools, Urban Schools, Grade 8, Grade 9
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What Works Clearinghouse, 2015
"TAP"™: "The System for Teacher and Student Advancement (TAP™)" is an educator effectiveness program that aims to improve student achievement through supports and incentives for teachers. Based on the research, "TAP"™ teachers were found to have no discernible effects on student achievement in science, English…
Descriptors: Academic Achievement, Science Achievement, Language Arts, Reading Achievement
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Nomi, Takako; Allensworth, Elaine M. – American Educational Research Journal, 2013
In 2003, Chicago schools required students entering ninth grade with below-average math scores to take two periods of algebra. This led to higher test scores for students with both above- and below-average skills, yet failure rates increased for above-average students. We examine the mechanisms behind these surprising results. Sorting by incoming…
Descriptors: Scores, Grade 9, Algebra, Secondary School Mathematics
Grantee Submission, 2015
The Schools to Watch: School Transformation Network Project is a whole school reform model designed to improve the educational practices, experiences, and outcomes of low-performing middle-grades schools. Developed by the National Forum to Accelerate Middle-Grades Reform, the four-year project was funded in 2010 by a U.S. Department of Education…
Descriptors: Educational Change, Educational Improvement, Quasiexperimental Design, Program Effectiveness
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National Center for Education Statistics, 2013
NAEP Trial Urban District Assessment (TUDA) results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. The assessments…
Descriptors: Urban Schools, School Districts, National Competency Tests, Mathematics Achievement
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National Center for Education Statistics, 2010
The Nation's Report Card[TM] informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. Results from the…
Descriptors: Reading Achievement, National Programs, Educational Assessment, Educational Improvement
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Dadey, Nathan; Briggs, Derek C. – Practical Assessment, Research & Evaluation, 2012
A vertical scale, in principle, provides a common metric across tests with differing difficulties (e.g., spanning multiple grades) so that statements of "absolute" growth can be made. This paper compares 16 states' 2007-2008 effect size growth trends on vertically scaled reading and math assessments across grades 3 to 8. Two patterns…
Descriptors: Meta Analysis, Scaling, Effect Size, Reading Tests
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Anderson, Susannah; Mezuk, Briana – Journal of Adolescence, 2012
This study investigates the relationship between participating in a high school debate program on college-readiness in the Chicago Public School district over a 10-year period. At-risk school students were identified using an index including 8th grade achievement, poverty status, and enrollment in special education. Regression analyses were used…
Descriptors: At Risk Students, Program Effectiveness, Adolescents, Public Schools
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