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The Impact of Every Classroom, Every Day on High School Student Achievement: Results from a School-Randomized Trial

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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

Colorado Growth Model--Brief Report: Student Growth Percentiles and FRL Status. Accountability & Data Analysis Unit

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Colorado Department of Education, 2013

This report examines the relationship between socioeconomic status, as defined by a free-and-reduced lunch proxy variable, and student growth percentiles by elementary, middle, and high school grade levels for math, reading, and writing. Comparisons were made between median growth percentiles for each educational level by free and reduced lunch…

Descriptors: Socioeconomic Status, Lunch Programs, Academic Achievement, Achievement Gains

Exploring Gains in Reading and Mathematics Achievement among Regular and Exceptional Students Using Growth Curve Modeling

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Shin, Tacksoo; Davison, Mark L.; Long, Jeffrey D.; Chan, Chi-Keung; Heistad, David – Learning and Individual Differences, 2013

Using four-wave longitudinal reading and mathematics data (4th to 7th grades) from a large urban school district, growth curve modeling was used as a tool for examining three research questions: Are achievement gaps closing in reading and mathematics? What are the associations between prior-achievement and growth across the reading and mathematics…

Descriptors: Reading Achievement, Mathematics Achievement, Achievement Gains, Achievement Gap

The Effect of National Board Certified Teachers on Mathematics Achievement for Students in a Title I School

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Harris, Watress Lashun – ProQuest LLC, 2013

The purpose of the study was to determine if there is a difference in mathematics mean scale score growth on the MCT2 mathematics assessment between students taught by national board certified teachers (NBCTs) and those taught by non-NBCTs in a low socioeconomic, high minority, Title I school. For this study, a causal-comparative research design…

Descriptors: Teacher Certification, Mathematics Teachers, Mathematics Achievement, Disadvantaged Schools

Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress. Statistical Analysis Report. NCES 2011-459

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Hemphill, F. Cadelle; Vanneman, Alan – National Center for Education Statistics, 2011

This report provides detailed information on the size of the achievement gaps between Hispanic and White public school students at the national and state levels and describes how those achievement gaps have changed over time. Additional information about race/ethnicity in NAEP is given in Appendix A. Most of the data in this report is derived from…

Descriptors: Achievement Gap, Public Schools, Family Income, Lunch Programs

The Nation's Report Card Mathematics 2011 State Snapshot Report. Wyoming. Grade 4, Public Schools

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National Center for Education Statistics, 2011

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to…