Contextual, identity, and cultural factors are not only associated with student outcomes but can also serve to moderate the effects of interventions. However, the conventional analysis of moderation commonly used in school psychology is subject to the selection bias potentially introducing bias into estimated moderator effects. This article…

This study adds to the currently limited evidence base on the efficacy of interventions targeting non-college-ready high school students by examining the impact of Kentucky's Targeted Interventions (TI) program. We focus on interventions that students received under TI in the senior year of high school based on their 11th grade ACT test scores.…

The success of universal screening for effective school mental health programs is dependent on the availability of usable measures as well as empirically based recommendations for use. The current study examined the long-term stability of a strengths-based social-emotional screening tool, the Devereux Student Strengths Assessment-Mini…

In a cluster-randomized study, we investigate the impact of an argument-based approach to teaching science in elementary school on science learning and critical thinking skills. Forty-eight schools participated in the study, with data on 9,963 students across the 2 years of the intervention. Annual standardized tests assessing science content…

Background and Objective: Research has repeatedly found that students who have not developed sufficient reading skills by the third grade have lower rates of high school graduation and post high school outcomes. A growing body of literature has examined how the use of curriculum-based measurements (CBMs) can be used to identify these struggling…

Purpose/Objectives: The purpose of this study was to evaluate behaviors related to fruit and vegetable intake before and after implementation of a theory-based Farm to School pilot intervention in a rural school. Methods: Students in fifth grade at a rural elementary school were asked to complete pre- and post-test measures based on the Theory of…

This randomized controlled trial or "true experiment" examines the effects of a school garden intervention on the science knowledge of elementary school children. Schools were randomly assigned to a group that received the garden intervention (n?=?25) or to a waitlist control group that received the garden intervention at the end of the…

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…

As Argentina presents problems of malnutrition, the federal in-school feeding program has become a key policy because it provides an important nutritional intervention during a relevant growth period. This paper estimates the effect of the program on academic performance--measured by standardized test scores--with a difference in difference model,…

The purpose of this case study was to examine the factors pertaining to socially, economically, and culturally disadvantaged students, and to relate how these factors do not prohibit these students from demonstrating academic progress in literacy if they are provided with additional academic assistance and resources. This study examined roles and…

As the education reform movement increasingly focuses on teachers and teaching, educators, policy-makers, and researchers need valid and reliable measures that can be used to evaluate individual teachers, provide guidance for improving teaching performance, and support research in ways that advance instruction and classroom dialog and practice. A…

K-12 school practitioners and schools administrators need reliable results about the effects of instructional technology products as they strive to meet achievement compliance levels in politically accountable local and national contexts in the U.S. This study presents evidence regarding the effects of extensive engagement with computer-based…

The "No Child Left Behind" Act mandated the need for research-based interventions to increase and to improve learning and achievement for all youngsters. Research in computer-based instruction and intervention for learning basic skills and related achievements in content area subjects has documented the need for controlled investigations…