Clearinghouses set standards of scientific quality to vet existing research to determine how "evidence-based" an intervention is. This paper examines 12 educational clearinghouses to describe their effectiveness criteria, to estimate how consistently[underlined] they rate the same program, and to probe why their judgments differ. All the…

The authors review what is known about early and universal algebra, including who is getting access to algebra and student outcomes associated with algebra course taking in general and specifically with universal algebra policies. The findings indicate that increasing numbers of students, some of whom are underprepared, are taking algebra earlier.…

This article examines the origins, influence, and contemporary understandings of class-based theories of student resistance in education, contributing to or emerging from "Learning to Labor" by Paul Willis. It reports the results of a review of the literature that discusses class-based student resistance and cites the seminal book. More than 500…

This review synthesizes research on English reading outcomes of all types of programs for Spanish-dominant English language learners (ELLs) in elementary schools. It is divided into two major sections. One focuses on studies of language of instruction and one on reading approaches for ELLs holding constant language of instruction. A total of 13…

This article systematically reviews the cost study literature as it relates to the treatment of English language learners (ELLs). Despite the substantial number of costing out studies that have been conducted over the past several decades, the school finance literature has failed to focus on ELLs--the fastest growing segment of the school-age…

Although connectionist models provide a framework explaining how the decoding and encoding abilities work reciprocally to enhance reading and spelling ability, encoding instruction in today's schools is not a priority. Although a limited amount of high-quality experimental or control studies to date (N = 11) give empirical support to using direct,…

Extended time is one of the most common testing accommodations provided to students with disabilities. It is also controversial; critics of extended time accommodations argue that extended time is used too readily, without concern for how it changes the skills measured by tests, leading to scores that cannot be compared fairly with those of other…

Despite increasing emphasis on preparing more and better teachers and despite the near universal presence of student teaching across teacher education programs (TEPs), numerous questions about what and how student teaching experiences contribute to preservice teachers' development remain unanswered. Indeed, much of the attention focused on student…

This review examined 57 post-1990 empirical studies of school size effects on a variety of student and organizational outcomes. The weight of evidence provided by this research clearly favors smaller schools. Students who traditionally struggle at school and students from disadvantaged social and economic backgrounds are the major benefactors of…

The dominant literature on research synthesis methods has positivist and neo-positivist origins. In recent years, the landscape of research synthesis methods has changed rapidly to become inclusive. This article highlights methodologically inclusive advancements in research synthesis methods. Attention is drawn to insights from interpretive,…

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading success of children in the elementary grades: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria included use of…

This article reviews research on the achievement outcomes of three types of approaches to improving elementary mathematics: mathematics curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least 12 weeks, and…