Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 1 |
| Since 2017 (last 10 years) | 2 |
| Since 2007 (last 20 years) | 3 |
Descriptor
| Comparative Analysis | 3 |
| Language Arts | 3 |
| Middle School Students | 2 |
| Reading Achievement | 2 |
| Scores | 2 |
| Accountability | 1 |
| Achievement Tests | 1 |
| Bilingual Education | 1 |
| Block Scheduling | 1 |
| COVID-19 | 1 |
| Cohort Analysis | 1 |
| More ▼ | |
Author
Publication Type
| Reports - Research | 2 |
| Dissertations/Theses -… | 1 |
| Numerical/Quantitative Data | 1 |
Education Level
| Elementary Education | 2 |
| Elementary Secondary Education | 1 |
| Grade 8 | 1 |
| Higher Education | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Postsecondary Education | 1 |
| Secondary Education | 1 |
Audience
Location
| Oregon | 3 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Download full textGreenberg Motamedi, Jason; Vazquez Cano, Manuel – Education Northwest, 2022
Teachers Educating All Multilingual Students (TEAMS) is a teacher professional development program at Oregon State University that culminates in an English for speakers of other languages endorsement and/or a dual language specialization. TEAMS is partially funded through an Office of English Language Acquisition National Professional Development…
Descriptors: Multilingualism, English Language Learners, COVID-19, Pandemics
Stevens, Joseph J.; Nese, Joseph F. T.; Schulte, Ann C.; Tindal, Gerald; Yel, Nedim; Anderson, Daniel; Matta, Tyler; Elliott, Stephen N. – National Center on Assessment and Accountability for Special Education, 2017
This technical report is one of a series of four technical reports that describe the results of a study comparing eight alternative models for estimating school academic achievement using data from the Arizona, North Carolina, Oregon, and Pennsylvania accountability systems. The purpose of these reports was to evaluate a broad range of models…
Descriptors: School Effectiveness, Models, Computation, Comparative Analysis
Direct linkCaplinger, Robert T. – ProQuest LLC, 2013
The purpose of this study was to examine whether the use of a middle school flexible interdisciplinary block schedule would increase eighth-grade students' reading scores, as measured by the Oregon Assessment of Knowledge and Skills (OAKS). A 90-minute middle school flexible interdisciplinary block schedule served as the independent variable and…
Descriptors: Middle School Students, Grade 8, Block Scheduling, Flexible Scheduling
