Pub Date : 2023-03-31DOI: 10.1080/19345747.2023.2181245
Yaxing Zhang, G. Mu, Yang Hu
{"title":"Gauging 21st Century Competencies of Chinese Students: A Rural-Urban Comparative Perspective","authors":"Yaxing Zhang, G. Mu, Yang Hu","doi":"10.1080/19345747.2023.2181245","DOIUrl":"https://doi.org/10.1080/19345747.2023.2181245","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42313037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.1080/19345747.2023.2191604
Andreas de Barros, A. Ganimian
{"title":"Which Students Benefit from Computer-Based Individualized Instruction? Experimental Evidence from Public Schools in India","authors":"Andreas de Barros, A. Ganimian","doi":"10.1080/19345747.2023.2191604","DOIUrl":"https://doi.org/10.1080/19345747.2023.2191604","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48903040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-30DOI: 10.1080/19345747.2023.2187325
H. Zachrisson, E. Dearing, N. T. Borgen, A. M. J. Sandsør, L. Karoly
{"title":"Universal Early Childhood Education and Care for Toddlers and Achievement Outcomes in Middle Childhood","authors":"H. Zachrisson, E. Dearing, N. T. Borgen, A. M. J. Sandsør, L. Karoly","doi":"10.1080/19345747.2023.2187325","DOIUrl":"https://doi.org/10.1080/19345747.2023.2187325","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48635652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-21DOI: 10.1080/19345747.2023.2186991
Lee LeBoeuf, Jacob Goldstein-Greenwood, A. Lillard
{"title":"Multilevel Modeling Resolves Ambiguities in Analyses of Discipline Disproportionality: A Demonstration Comparing Title 1 Montessori and Non-Montessori Schools","authors":"Lee LeBoeuf, Jacob Goldstein-Greenwood, A. Lillard","doi":"10.1080/19345747.2023.2186991","DOIUrl":"https://doi.org/10.1080/19345747.2023.2186991","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44996586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-20DOI: 10.1080/19345747.2023.2181897
Elizabeth Swanson, Alicia A. Stewart, Elizabeth A. Stevens, Nancy K. Scammacca, Philip Capin, Bethany H. Bhat, Greg Roberts, Sharon Vaughn
This study addressed the effects of Strategies for Teaching Reading, Information, and Vocabulary Effectively (STRIVE), a distributed professional development (PD) model designed to help teachers implement reading comprehension and vocabulary practices in fourth grade social studies classes. Schools (n = 81 schools, n = 235 teachers, n = 4,757 students) were randomly assigned to one of three conditions: researcher-supported PD, school-supported PD, or business as usual (typical instruction). Findings revealed significant effects for both treatment conditions when compared to the business-as-usual condition for content knowledge (g = 0.51–0.55), vocabulary learning (g = 0.49) and reading comprehension in content (g = 0.16–0.26). Statistically significant effects were not observed for the Gates MacGinitie Reading Comprehension (g = 0.04–0.06), however, the effect size for the Gates MacGinitie Vocabulary test was statistically significant for the school-supported PD group (g = 0.03–0.07). Findings establish the efficacy of the STRIVE PD model on student reading outcomes and supports the efficacy of using more sustainable methods of PD that feature school supported follow up PD. Fidelity did not mediate any outcomes.
{"title":"The Efficacy of Two Models of Professional Development Mediated by Fidelity on Fourth Grade Student Reading Outcomes<sup>†</sup>","authors":"Elizabeth Swanson, Alicia A. Stewart, Elizabeth A. Stevens, Nancy K. Scammacca, Philip Capin, Bethany H. Bhat, Greg Roberts, Sharon Vaughn","doi":"10.1080/19345747.2023.2181897","DOIUrl":"https://doi.org/10.1080/19345747.2023.2181897","url":null,"abstract":"This study addressed the effects of Strategies for Teaching Reading, Information, and Vocabulary Effectively (STRIVE), a distributed professional development (PD) model designed to help teachers implement reading comprehension and vocabulary practices in fourth grade social studies classes. Schools (n = 81 schools, n = 235 teachers, n = 4,757 students) were randomly assigned to one of three conditions: researcher-supported PD, school-supported PD, or business as usual (typical instruction). Findings revealed significant effects for both treatment conditions when compared to the business-as-usual condition for content knowledge (g = 0.51–0.55), vocabulary learning (g = 0.49) and reading comprehension in content (g = 0.16–0.26). Statistically significant effects were not observed for the Gates MacGinitie Reading Comprehension (g = 0.04–0.06), however, the effect size for the Gates MacGinitie Vocabulary test was statistically significant for the school-supported PD group (g = 0.03–0.07). Findings establish the efficacy of the STRIVE PD model on student reading outcomes and supports the efficacy of using more sustainable methods of PD that feature school supported follow up PD. Fidelity did not mediate any outcomes.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135079934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.1080/19345747.2023.2170937
Julian R. Betts, Andrew C. Zau, Karen Volz Bachofer, Dina Polichar
The paper evaluates math performance at four high-need middle schools during a four-year intervention, which was designed to help math teachers diagnose students’ areas of need and to design lesson plans responsive to those needs. Before the intervention began, the researchers pre-selected four comparison schools by matching based on achievement and also on demographics. A difference-in-difference analysis finds a significant increase of about 0.11 standard deviation in test scores per year for students in the program schools. Supplementary event study and synthetic control analyses to detect year-by-year effects lack precision but are weakly suggestive of a smaller impact in year 1 than later years. A cost analysis considers the affordability of extending similar programs.
{"title":"Changing the Odds: Student Achievement after Introduction of a Middle School Math Intervention","authors":"Julian R. Betts, Andrew C. Zau, Karen Volz Bachofer, Dina Polichar","doi":"10.1080/19345747.2023.2170937","DOIUrl":"https://doi.org/10.1080/19345747.2023.2170937","url":null,"abstract":"The paper evaluates math performance at four high-need middle schools during a four-year intervention, which was designed to help math teachers diagnose students’ areas of need and to design lesson plans responsive to those needs. Before the intervention began, the researchers pre-selected four comparison schools by matching based on achievement and also on demographics. A difference-in-difference analysis finds a significant increase of about 0.11 standard deviation in test scores per year for students in the program schools. Supplementary event study and synthetic control analyses to detect year-by-year effects lack precision but are weakly suggestive of a smaller impact in year 1 than later years. A cost analysis considers the affordability of extending similar programs.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135598874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-21DOI: 10.1080/19345747.2023.2175753
Martin Brunner, Sophie E Stallasch, O. Lüdtke
{"title":"Empirical Benchmarks to Interpret Intervention Effects on Student Achievement in Elementary and Secondary School: Meta-Analytic Results from Germany","authors":"Martin Brunner, Sophie E Stallasch, O. Lüdtke","doi":"10.1080/19345747.2023.2175753","DOIUrl":"https://doi.org/10.1080/19345747.2023.2175753","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42374094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-17DOI: 10.1080/19345747.2023.2174919
M. Foster
{"title":"Evaluating the Impact of Supplemental Computer-Assisted Math Instruction in Elementary School: A Conceptual Replication","authors":"M. Foster","doi":"10.1080/19345747.2023.2174919","DOIUrl":"https://doi.org/10.1080/19345747.2023.2174919","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44830870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-25DOI: 10.1080/19345747.2022.2150729
Toni M. Smith, M. Garet, Mengli Song, Drew Atchison, Andrew Porter
study, we examined the relationship between teachers’ instructional alignment and teachers’ contribution to student achievement growth (value-added) and did not find a significant relationship between overall alignment and value-added in either math or ELA.
{"title":"The Impact of a Virtual Coaching Program to Improve Instructional Alignment to State Standards","authors":"Toni M. Smith, M. Garet, Mengli Song, Drew Atchison, Andrew Porter","doi":"10.1080/19345747.2022.2150729","DOIUrl":"https://doi.org/10.1080/19345747.2022.2150729","url":null,"abstract":"study, we examined the relationship between teachers’ instructional alignment and teachers’ contribution to student achievement growth (value-added) and did not find a significant relationship between overall alignment and value-added in either math or ELA.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"1 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41379053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/19345747.2022.2074929
K. Hallberg, Kenneth Hofmeister, Marianne Bertrand, Brittany Morgan
Abstract This paper presents findings from a randomized controlled trial studying a comprehensive program designed to support students in achieving their goals. One Million Degrees (OMD) is a nonprofit organization serving community college students in the Chicago metro area that supports students financially, academically, personally, and professionally. Results from our study demonstrate that the randomized offer of a spot in the OMD program leads to a statistically significant and substantively meaningful increase in community college enrollment, persistence, and associate’s degree attainment three years after randomization. Applicants who applied while still in high school were less likely to take up the offer of the program than students who were already enrolled in community college, but those high school students who enrolled outperformed their control group peers by a substantially larger margin. Finally, we find the program does not appear to affect the likelihood that students will enroll in a four-year college.
{"title":"Supporting Community College Student Success: Evidence from a Randomized Controlled Trial","authors":"K. Hallberg, Kenneth Hofmeister, Marianne Bertrand, Brittany Morgan","doi":"10.1080/19345747.2022.2074929","DOIUrl":"https://doi.org/10.1080/19345747.2022.2074929","url":null,"abstract":"Abstract This paper presents findings from a randomized controlled trial studying a comprehensive program designed to support students in achieving their goals. One Million Degrees (OMD) is a nonprofit organization serving community college students in the Chicago metro area that supports students financially, academically, personally, and professionally. Results from our study demonstrate that the randomized offer of a spot in the OMD program leads to a statistically significant and substantively meaningful increase in community college enrollment, persistence, and associate’s degree attainment three years after randomization. Applicants who applied while still in high school were less likely to take up the offer of the program than students who were already enrolled in community college, but those high school students who enrolled outperformed their control group peers by a substantially larger margin. Finally, we find the program does not appear to affect the likelihood that students will enroll in a four-year college.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"16 1","pages":"63 - 81"},"PeriodicalIF":1.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43473817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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