This study examined the effectiveness of a literacy-infused science (LIS) intervention on science learning of ELs from rural schools in the U.S.-Mexico border area. The intervention consists of teacher-level virtual professional development (VPD) and virtual mentoring and coaching (VMC), as well as a student-level LIS curriculum. Results from…

The recently reported i3 Scale-Up of Reading Recovery (May et al., 2015) found an effect size of +0.69 in favor of Reading Recovery compared to the control group. We discuss four issues: (a) many of the lowest achieving students were excluded from participation in Reading Recovery; (b) the control group received a range of different experiences;…

This article examines the effect of Teach For America (TFA) on the distribution of student achievement in elementary school. It extends previous research by estimating quantile treatment effects (QTE) to examine how student achievement in TFA and non-TFA classrooms differs across the broader distribution of student achievement. It also updates…

Reading achievement scores for adolescents with disabilities are markedly lower than the scores of adolescents without disabilities. For example, 62% of students with disabilities read "below" the basic level on the NAEP Reading assessment, compared to 19% of their nondisabled peers. This achievement gap has been a continuing challenge…

Reading Recovery (RR) is a short-term, one-to-one intervention designed to help the lowest achieving readers in first grade. This article presents first-year results from the multisite randomized controlled trial (RCT) and implementation study under the $55 million Investing in Innovation (i3) Scale-Up Project. For the 2011-2012 school year, the…

This study evaluates the Youth Development Program (YDP), a component of the federal Workforce Investment Act (WIA). We examine whether the YDP reduced dropout rates among youth in secondary schools in seven school districts in the impoverished Mississippi River Delta in southeast Arkansas. Initially, the program seems to have an impact. Students…

READS (Reading Enhances Achievement During Summer) has been implemented in North Carolina schools for the past several years as part of an Investing in Innovation (i3) validation grant that began in fall 2010. This paper focuses on the Year 3 study and compares the Year 3 results to the Year 1 and Year 2 results, and the results of earlier…

Although research on the effectiveness of differentiated and enriched instruction in improving the achievement of diverse students is still emerging, some studies suggest that students in academically diverse classrooms benefited academically from differentiated learning experiences. The primary research question explored in this study was…

Despite the potential of differentiated curricula to enhance learning, limited research exists that documents their impact on Grade 3 students of all ability levels. To determine if there was a difference in achievement between students involved in 16 weeks of predifferentiated, enriched mathematics curricula and students using their district's…

The purpose of this research is to study the long-run impacts (i.e. on educational attainment) of a freshman math intervention called "double-dose algebra". The intervention was conducted in 2003 and 2004 within the Chicago Public Schools (CPS), a large, poor urban school district. In response to low passing rates in 9th grade algebra,…

The primary aim of Project M[superscript 3]: Mentoring Mathematical Minds was to develop and field test advanced units for mathematically promising elementary students based on exemplary practices in gifted and mathematics education. This article describes the development of the units and reports on mathematics achievement results for students in…

A study determined the effect of parental involvement on reading achievement of participating students. Subjects were 22 fifth-grade students in a Chicago public school who received parental involvement and 19 students in the same school who did not receive parental involvement. Subjects' scores on the Iowa Tests of Basic Skills were used in the…

A study determined whether computer assisted instruction (CAI) had an effect on students' reading achievement. Subjects were 21 randomly selected fourth-grade students at D. S. Wentworth Elementary School on the south side of Chicago in a low-income neighborhood who received a year's exposure to a CAI program, and 21 randomly selected students at…

A study examined the effectiveness of the Reading Recovery program in the Irving, Texas, Independent School District. Subjects were students discontinued from the Reading Recovery program because they scored at or above the 40th national percentile, selected students from Chapter/Title I programs on campuses that did not implement Reading…

A study investigated whether statistically significant differences in reading achievement developed after an exposure to the Writing to Read (WTR) program. Subjects were 15 third-grade students from a 100% minority population elementary school on Chicago's west side who were exposed to the Writing to Read program and 15 students from the same…