As long-term effects of educational programs cannot be sufficiently addressed by evaluators during short duration implementation grants, researchers become responsible for investigating sustainability of effects and addressing concerns of policy makers and grant funding agencies. This study examines the impact of the TAP System for Teacher and…

The purpose of this quantitative, ex post facto study was to determine the difference in students' LEAP ELA achievement scores in grades 3-5 based on the teacher's level of dyslexia knowledge. This study used the Phonological Deficit Theory (PDT) and the Criterion Referenced Assessment Theory (CRT) as its foundation. PDT describes the levels of…

According to the content found on its website, AVID has conducted studies to evaluate the academic performance of AVID students when compared to their non-AVID peers. A distinct research endeavor was undertaken to evaluate the impact of introducing AVID Elementary within a small rural school district. This study focused on student academic…

Although there has been substantial research on the effects of test accommodations on students' performance, there has been far less research on students' use of embedded accommodations and other accessibility supports at the item and whole test level in operational testing programs. Data on embedded accessibility supports from digital logs…

This study focused on determining the aspects of the relationship between teacher quality and student achievement. These teacher quality measurements were framed around overall evaluation scores, teacher experience, teacher certifications, and teacher degree levels. This study investigated whether there was a correlation between teacher quality…

Background/Context: In 2010, Reading Recovery was awarded a $55 million Investing in Innovation (i3) grant from the U.S. Department of Education. This five-year grant supported the expansion of Reading Recovery in more than 1,400 schools in over 30 states, and provided intervention to over 80,000 students. Although a multi-site randomized…

National, state, and local governmental authorities have researched and reported the impacts of poverty on academic performance for multiple decades, providing guidance, legislation, accountability, equal access initiatives, and continuous monitoring for educators to address the ongoing dilemma. However, poverty performance achievement gaps are…

Idaho uses the English Language Arts and Mathematics tests from the Smarter Balanced Assessment Consortium (SBAC) for the Idaho Standard Achievement Tests. ISAT results have been reported almost exclusively as "percent proficient or above" statistics (i.e., the percentage of Idaho students who performed at the "A" level). This…

The goal of this study was to further evaluate the impact of IXL on learning outcomes in math and ELA. Using a quasi-experimental design with matched treatment and control groups, we analyzed data from 296 public schools in Colorado during the 2018-2019 school year. The analysis of IXL Math included 186 schools (93 treatment, 93 control), and the…

During the academic year in the state of Georgia, EL students in public schools take the Georgia Milestones End-of-Grade and the ACCESS 2.0 assessments, which are in line with the state-mandated subject area standards in mathematics, science, language arts, and social studies, as well as English language proficiency standards (Georgia Department…

This document provides information about Wyoming Test of Proficiency and Progress (WY-TOPP) English Language Arts (ELA/comprehension) performance rates for each of the eight Fremont County school districts. This information is intended to help the Wyoming Department of Education (WDE) and the Region 11 Comprehensive Center develop and implement a…

Idaho uses the English Language Arts and Mathematics tests from the Smarter Balanced Assessment Consortium (SBAC) for the Idaho Standard Achievement Tests (ISAT). ISAT results have been have been reported almost exclusively as "percent proficient" statistics (i.e., the percentage of Idaho students who performed at the "A" level…

In Winter 2021-2022, the Nebraska Student-Centered Assessment System (NSCAS) assessments are administered in ELA and mathematics in Grades 3-8. In Spring 2021-2022, the NSCAS assessments are administered in English language arts (ELA) and mathematics in Grades 3-8 and in science in Grades 5 and 8. The purposes of the NSCAS assessments are to…

This case study examines how district administrators and high school mathematics and science teachers use data in instructional decision making and what challenges they face in the current accountability context. Findings reveal unique aspects of data use directly related to a high school setting within the context of test-based accountability and…

We estimate male-female test score gaps in math and English language arts (ELA) for nearly 10,000 U.S. school districts using state accountability data from third- through eighth-grade students in the 2008-2009 through 2015-2016 school years. We find that the average U.S. school district has no gender achievement gap in math, but there is a gap of…