This research-based program for middle school students is designed to teach academic vocabulary in language arts, math, science, and social studies classes and build the reasoning and argumentation skills that are necessary for learning in all content areas.
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This analysis revealed that chronic absence is a significant issue in Oregon, dragging down academic performance, for communities and students of all demographic backgrounds, but especially those in families living in poverty.The good news is that this research also shows that chronic absence is a solvable problem. While many schools are struggling with high levels of chronic absence, the research also identified schools that are beating the odds by maintaining higher than expected attendance rates despite serving high risk populations.
A report that examines the reearch-based effectiveness of Read 180® as a literacy intervention program. The report states that no studies of READ 180 that fall within the scope of the Adolescent Literacy (AL) review protocol meet What Works Clearinghouse (WWC) evidence standards, but seven studies meet WWC evidence standards with reservations. The seven studies included 10,638 students, ranging from grade 4 to grade 9, who attended elementary, middle, and high schools in Arizona, California, Florida, New York, Ohio, Texas, and Virginia.
This report summarizes results from three large-scale reviews of research on the impact of social and emotional learning (SEL) programs on elementary and middle-school students. Results found that SEL programs yielded multiple benefits and were effective in both school and after-school settings and for students with and without behavioral and emotional problems. They were also effective across the K-8 grade range and for racially and ethnically diverse students from urban, rural, and suburban settings.
This report to the Carnegie Corporation of New York comes out of a meeting of a panel of five nationally known and respected educational researchers, with representatives of Carnegie Corporation of New York and the Alliance for Excellent Education, in spring 2004.
READ 180 is a comprehensive system of curriculum, instruction, assessment, and professional development to raise reading achievement for struggling readers in grades 4–12+. Designed for any student reading two or more years below grade-level, READ 180 leverages adaptive technology to individualize instruction for students and provide powerful data for differentiation to teachers.
This case study is a dissertation submitted to the Department of Educational Leadership, School Counseling, and Sports Management in partial fulfillment for the degree of Doctor of Educational Leadership University of North Florida College of Education. The case study used Duval County Public Schools (DCPS) archival data to analyze the effects of a double-block of reading instruction using the READ 180 program for students who score lower than grade level (Level 2) on the FCAT. An analysis of the data was used to determine if this type of intervention is effective.
This Early Warning System (EWS) Implementation Guide is a supporting document for schools and districts that are implementing the National High School Center’s Early Warning System (EWS) Tool v2.0.
This guide is intended to be useful to high schools and middle schools in planning and executing dropout prevention strategies. This guide is to help educators and policy makers develop practice and policy alternatives and it includes specific recommendations (and indicates the quality of the evidence that supports these recommendations).
The purpose of this issue brief is to provide information and guidance to state education agencies (SEAs) regarding their accountability for the Individuals with Disabilities Education Improvement Act (IDEA) 2004 legislative mandates in the area of dropout prevention for students with disabilities.
While chronic absence is not a problem everywhere, it can reach surprisingly high levels even in the early grades. Although teachers take roll every day, most schools currently do not use their data to monitor if they have a problem with chronic absence. This study confirms the premise that districts and schools may fail to detect high levels of chronic absence because the problem is easily masked by average daily attendance.
A growing body of research documents how many youngsters are chronically absent, meaning they miss 10 percent or more of the school year due to excused or unexcused absences. The research also shows how these missed days as early as preschool translate into weaker reading skills. The research findings make a clear case for engaging families to reduce chronic absenteeism.
This report takes a look at the role that attendance may play as a predictor of student success. Analyses were conducted to investigate the following
questions: 1) How does attendance in early grades (kindergarten and first grade) relate to third grade performance? 2) Does the association between attendance and later outcomes depend on the readiness skills that students possess when they enter kindergarten?
One of the first articles describing the early warning indicator research conducted by a team from Johns Hopkins University and the Philadelphia Education Fund. This research found that 80 percent of the students who dropped out of high school had sent a distress signal in the middle grades or during the first year of high school, and these “early warning signals” are failing grades in English and math, poor behavior, and poor attendance. These data serve as an early warning system to flag at-risk students and intervene to keep them on the path to graduation.