The authors examined whether Reading Rescue continues to be an effective literacy intervention and factors that impact its effectiveness. Data were collected on 143 first-grade students, tutored by 104 tutors at 38 schools. There was significant growth on all foundational skills (ps < 0.001) and significant change in proportion of students…

Little research currently examines language instruction educational programs (LIEPs) in states with a more recent growth of the Latino English learner population. To meet this need, the authors examined the content each of the state LIEPs, focusing chiefly on the extent to which the types of language support, as well as the stipulations associated…

This study investigates the relationship between school-level accountability practices and science achievement of 15-year-olds, across four counties: Australia, Korea, Portugal, and the United States. We used PISA 2006 data, since 2006 is the only administration that has focused on science. School-level accountability practices are here defined as…

Spurred by the "No Child Left Behind Act" of 2001, virtually every educational reform program now includes an accountability component that requires sound data collection and reporting (NCLB, 2002, section 101). Drawing from empirically based and theoretical literature in the field, this dissertation examines Adequate Yearly Progress…

This study examines the efficacy and moderators of New York State interventions for schools in need of improvement under NCLB, including: (1) school transfer, (2) supplementary education service (3) corrective action, (4) planning for restructuring, and (5) restructuring. Despite the fact that schools in increasingly aggressive treatment groups…

The majority of existing science, technology, engineering, and mathematics (STEM) research studies compare women to men, yet a paucity of research exists that examines what differentiates female career choice within the physical sciences. In light of these research trends and recommendations, this study examines the following question: On average,…

This report shows the impact of various school funding measures on student outcomes measured by NAEP, ACT, and SAT scores, the four-year cohort graduation rate, and percent of the population ages 18-24 with at least a high school diploma. State-level data for the United States from 2005 through 2014 as available is utilized to establish the nature…

The Comparing Options in Secondary Mathematics: Investigating Curriculum (COSMIC) project is a longitudinal study of student learning from two types of mathematics curricula: integrated and subject-specific. Previous large-scale research studies such as the National Assessment of Educational Progress (NAEP) indicate that numerous variables are…

Opportunity to Learn (OTL) stems from the basic premise that there is an important relationship between the quality and intensity of classroom instruction and students' levels of academic success. For many students with disabilities, an emphasis on OTL has become national priority, yet measuring its impact is a complex challenge. The first purpose…

The process of developing a state education indicators system using the model proposed by the Council of Chief State School Officers (CCSSO) is described. The CCSSO model has three components--indicators of educational outcomes; indicators of school policies and practices; and indicators of contextual factors, or state characteristics. The goal is…

The relevance of state results on tests of the National Assessment of Educational Progress (NAEP) is illustrated with data from the "Digest of Education Statistics--1990" (U.S. Department of Education). Evidence indicates that the contributions of state differences such as economic or demographic differences to NAEP results cannot be…

To integrate findings concerning the influence of productive factors on student achievement and attitudes across various disciplines and ages, nine regression studies of National Assessment of Educational Progress samples containing a total of 15,802 students were quantitatively synthesized. Correlations and standardized regression weights for…

The changing achievement relationships among students, from elementary through high school, were investigated between their ages relative to their classmates and their ages at entry into first grade. A secondary analysis was performed on the data collected by the National Assessment of Educational Progress. The sample involved Caucasian students…

School and teacher factors associated with reading achievement are compared to items from the National Assessment of Educational Progress (NAEP) 1985 reading assessment. Significant factors which appeared in the literature included: methods and materials, time on task, difficulty level and high teacher expectation, teacher qualifications, student…

Recent developments in the National Assessment of Educational Progress (NAEP) have addressed criticisms of previous assessments and have focused on state education departments as the major clients for test results. NAEP currently indicates progress in academic learning but does not define which aspects of schools are responsible for successes and…