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.
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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.
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.