This study reports achievement and growth from kindergarten to 4th grade for three groups of English Learners (ELs): (a) ever-ELs; (b) ELs consistently eligible for service; and (c) EL and Special Education dually-identified students. All three EL groups had lower test scores than never-ELs throughout K-4. In math, ELs grew more than never-ELs…

While the importance of social-emotional learning for student success is well established, educators and researchers have less knowledge and agreement about which social-emotional skills are most important for students and how these skills distribute across student subgroups. Using a rich longitudinal dataset of 221,840 fourth through seventh…

The "Associations between High School Students' Social-Emotional Competencies and Their High School and College Academic and Behavioral Outcomes in the Commonwealth of the Northern Mariana Islands" study addressed the need expressed by education stakeholders in the Commonwealth of the Northern Mariana Islands to better understand their…

This report describes characteristics of the 11 model SEL schools in AISD and compares them to nonmodel SEL schools.

This document reflects work that began prior to the passage of the Every Student Succeeds Act. In 2015 the Arkansas Department of Education began engaging with stakeholders to determine how the Department could better support students, educators, school and district leaders, and communities in their efforts to improve student outcomes. The…

By the end of third grade, children must develop foundational skills in reading, math, and behavioral predispositions that maximize their chances of future academic success and wellbeing. Results from the 2005 National Assessment for Educational Progress (NAEP) indicate that many children lack these foundational skills, and that low-income…

Effects of ethnic/racial diversity among students and faculty on cognitive growth of undergraduate students are estimated via a series of hierarchical linear and multinomial logistic regression models. Using objective measures of compositional, curricular, and interactional diversity based on actuarial course enrollment records of over 6,000…

This paper reports findings from a study of Finnish academic Olympians of different ages who participated in Olympiad Studies in mathematics, physics, or chemistry during the years 1965-1997. The study focused special interest on the influences of home and school in contributing to the development of academic talent. The results of the Finnish…

A longitudinal analysis of the records of performance of cohorts of minority and nonminority students in two different undergraduate settings was used to determine the predictive validity of admissions tests and school rank in determining long range and short range outcomes for college students. It was also hypothesized that the performance of…

This report summarizes the 2005-2006 evaluation results of the Michigan Freedom to Learn (FTL) program. The major goal of the FTL program is to improve student learning and achievement in Michigan schools through the integration of 21st Century technology tools with teaching and learning in K-12 classrooms. A key component of FTL was a rigorous…

The purpose of the fifth annual Dearborn Achievement Test Score report is to summarize and to help interpret the test results so that Dearborn citizens and educators will have a better understanding of the educational achievements of Dearborn students. The District-wide Testing Program assesses reading readiness, scholastic aptitude, academic…

This report details the development of a student outcomes assessment of general education by faculty members at Coconino Community College (CCC) (Arizona). This assessment project consisted of three major components: (1) The General Education Assessment Pilot Project (Faculty members dedicated a semester to measuring student achievement of course…

This study examined effects of a Dalton Junior College (Georgia) student success course, Dalton College Studies 101 (DCS 101) since it was first offered in 1987. The course meets twice a week, is strictly elective, and carries institutional credit. All students were first-time students and since most students enroll during the Fall quarter, only…

A report of the Task Force on Black and Hispanic Student Enrollment and Retention in New England is presented. It is noted that New England is predominantly white, and there are many stark inequities in minority participation in New England higher education. Task Force findings include the following: it is an economic necessity that a larger…

Puente Projects are currently operating at 10 community colleges in California to increase retention, general education requirements completion, and transfer among Hispanic community college students. Puente integrates the skills of an English teacher, a Hispanic counselor, and Hispanic professionals acting as mentors to promote academic…