Background: Guidelines for the successful implementation of two-way dual language bilingual education (DLBE) programs foreground the role of program leadership, hiring and preparing culturally and linguistically competent teachers, family involvement, and the alignment between curriculum, assessments, and instruction in both languages. Absent in…

This study explores the implementation of the engage2Learn program among English as a Second Language (ESL) educators in the Providence Public School District and its impact on student outcomes over three years (2021-2023). Utilizing Grade 1-5 WIDA ACCESS scores, this study examines cohort differences in change in student proficiency levels before…

Using a low inference observation instrument, we investigated the effect of an ongoing, intensive, and structured virtual professional development [VPD] on fidelity of implementation across conditions in a randomized control trial validation study implemented in seven Texas school districts. The observations were collected three time in the…

The purpose of this article is to highlight and discuss the strategies used to diffuse and manage a primary ELT innovation in Greece, strategies that proved essential for developing stakeholders' acceptance and ownership of the innovation, thereby facilitating its further development and sustainability. The PEAP Programme, launched in 2010,…

This article examined the efficacy of a primary-level, standard-protocol behavior intervention for students with externalizing behavioral disorders. Elementary schools were randomly assigned to treatment (behavior intervention) or control (business as usual) conditions, and K-3 students were screened for externalizing behavior risk status. The…

The purpose of this study was twofold: (1) to determine the efficacy of the Leveled Literacy Intervention program (LLI) in increasing reading achievement for K-2 students and (2) to examine LLI program implementation fidelity. This study evaluated LLI in two U.S. school districts and used a mixed-method design to address the following key research…

Most K-12 evaluations are designed to make inferences about how a program implemented at the classroom or school level affects student learning outcomes and such inferences inherently involve hierarchical data structure. One methodological challenge for evaluators is linking program implementation factors typically measured at the classroom or…

Project Early Kindergarten (PEK) aims to improve the school-readiness of Saint Paul children and help close the achievement gap through offering high-quality educational experiences for preschool children. This report comes at the conclusion of the sixth year of PEK. Following an initial planning year (2004-05), PEK has served children through the…

The Saint Paul Public Schools' Project Early Kindergarten program aims to improve the school readiness of Saint Paul children. The program offers a rigorous academic approach and targets children who are English Language Learners, come from low-income families, or need Special Education services. Ultimately, the program intends to help close Saint…

The 2008-2009 Annual Reading First Progress Report reflects on the final year of implementation for Round I schools and the third full year of implementation for Round II schools. This report focuses on the effect that Reading First implementation has had on selected schools across Nebraska with a special focus on vulnerable populations: English…