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Jordan Rickles; Margaret Clements; Iliana Brodziak de los Reyes; Mark Lachowicz; Shuqiong Lin; Jessica Heppen – Journal of Research on Educational Effectiveness, 2024
Online credit recovery will likely expand in the coming years as school districts try to address increased course failure rates brought on by the coronavirus pandemic. Some researchers and policymakers, however, raise concerns over how much students learn in online courses, and there is limited evidence about the effectiveness of online credit…
Descriptors: Online Courses, Electronic Learning, Repetition, Required Courses
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Bloom, Howard; Bell, Andrew; Reiman, Kayla – Journal of Research on Educational Effectiveness, 2020
This article assesses the likely generalizability of educational treatment-effect estimates from regression discontinuity designs (RDDs) when treatment assignment is based on academic pretest scores. Our assessment uses data on outcome and pretest measures from six educational experiments, ranging from preschool through high school, to estimate…
Descriptors: Data Use, Randomized Controlled Trials, Research Design, Regression (Statistics)
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Booth, Julie L.; Oyer, Melissa H.; Paré-Blagoev, E. Juliana; Elliot, Andrew J.; Barbieri, Christina; Augustine, Adam; Koedinger, Kenneth R. – Journal of Research on Educational Effectiveness, 2015
Math and science textbook chapters invariably supply students with sets of problems to solve, but this widely used approach is not optimal for learning; instead, more effective learning can be achieved when many problems to solve are replaced with correct and incorrect worked examples for students to study and explain. In the present study, the…
Descriptors: Algebra, Mathematics Instruction, Problem Solving, Prior Learning
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Heppen, Jessica B.; Zeiser, Kristina; Holtzman, Deborah J.; O'Cummings, Mindee; Christenson, Sandra; Pohl, Angie – Journal of Research on Educational Effectiveness, 2018
Although graduation rates are rising, the high school dropout problem remains a national crisis, and evidence-based information about interventions for at-risk students is critically needed. Prior research shows that Check & Connect, an individualized mentoring program, has positive effects on school persistence and progression for students…
Descriptors: At Risk Students, High School Students, Mentors, Urban Areas
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Petscher, Yaacov; Foorman, Barbara R.; Truckenmiller, Adrea J. – Journal of Research on Educational Effectiveness, 2017
The objective of the present study was to evaluate the extent to which students who took a computer adaptive test of reading comprehension accounting for testlet effects were administered fewer passages and had a more precise estimate of their reading comprehension ability compared to students in the control condition. A randomized controlled…
Descriptors: Reading Comprehension, Comparative Analysis, Randomized Controlled Trials, Control Groups
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Early, Diane M.; Berg, Juliette K.; Alicea, Stacey; Si, Yajuan; Aber, J. Lawrence; Ryan, Richard M.; Deci, Edward L. – Journal of Research on Educational Effectiveness, 2016
Every Classroom, Every Day (ECED) is a set of instructional improvement interventions designed to increase student achievement in math and English/language arts (ELA). ECED includes three primary components: (a) systematic classroom observations by school leaders, (b) intensive professional development and support for math teachers and…
Descriptors: Instructional Improvement, Intervention, Mathematics Achievement, Language Arts