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Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students
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| Presenter(s):
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| Julieta Lugo-Gil, Mathematica Policy Research Inc, jlugo-gil@mathematica-mpr.com
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| Susanne James-Burdumy, Mathematica Policy Research Inc, sjames-burdumy@mathematica-mpr.com
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| John Deke, Mathematica Policy Research Inc, jdeke@mathematica-mpr.com
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| Abstract:
The National Evaluation of Reading Comprehension Interventions is testing the effectiveness of 4 reading comprehension interventions in 10 school districts and 89 schools across the United States. The study is based on a rigorous experimental design that involved randomly assigning schools to one of four interventions or to a control group. We administered reading tests to fifth-grade students at baseline and follow up, collected school records data, conducted surveys of teachers, and observed classroom instruction. Over 6,000 students and over 250 teachers were included in the study. The presentation will focus on the first year of findings from the study, after the reading comprehension interventions had been implemented for one school year.
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Multiple Methods for Examining Outcome Data With Implementation Data: Alternatives for Determining Key Factors of Effectiveness
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| Presenter(s):
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| Wendy Wolfersteig, Arizona State University, wendy.wolfersteig@asu.edu
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| Arturo Valdivia, Arizona State University, arturo.valdivia@asu.edu
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| Albert Kopak, Arizona State University, albert.kopak@asu.edu
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| Abstract:
Students' standardized test scores are often used as the gold standard for measures of academic performance. However, most academic interventions are based on multiple strategies which may be best captured by a variety of process or outcome measurements. This research examined how to use a combination of evaluative measures to provide a more comprehensive view of the outcomes of academic interventions compared to test scores alone.
Two different regression models were used with two similar types of data sets that examined student test score data in accord with implementation of intervention data. Significant findings showed the effectiveness of the various intervention strategies on students' test score outcomes. Evaluators learned new approaches and valuable lessons for examining the data relationships from various statistical perspectives to determine effectiveness of strategies that can lead to further use and development of these techniques.
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The Impact of Prekindergarten Program on Students' Academic Performance
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| Presenter(s):
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| Huafang Zhao, Montgomery County Public Schools, huafang_zhao@mcpsmd.org
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| Shahpar Modarresi, Montgomery County Public Schools, shahpar_modarresi@mcps.org
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| Shihching Liu, Montgomery County Public Schools, shihching_liu@mcps.org
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| Janine G Bacquie, Montgomery County Public Schools, janine_bacquie@mcps.org
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| Abstract:
This evaluation examined whether the increased instructional time resulted in greater student academic improvement in Head Start (HS) full-day prekindergarten classes in a large school district. The analysis compared achievement of students who attended HS full-day classes with their peers in HS half-day classes and economically better-off peers in the district's half-day classes. Evaluation results are displayed in several steps. First, descriptive statistics are presented for students' demographics, family background (e.g., family income, size), and reading and mathematics test scores. Second, Analysis of Covariance results are shown with the associated effect sizes to estimate the overall full-day instructional effect, followed by results of repeated measures for subgroups of students and schools. Finally, the cost-benefit estimates associated with the HS full-day are illustrated. The paper concluded with a discussion of the challenges involved in conducting this evaluation and offers some recommendations on study design and measures for the future studies in early education.
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A Closer Look at High School Exit Exams
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| Presenter(s):
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| Adriana Cimetta, University of Arizona, cimetta@u.arizona.edu
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| Jerome D'Agostino, Ohio State University, jdagostino@ehe.osu.edu
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| Abstract:
Students, parents, educators, and the public, generally view completing high school as a signal of academic competence indicating a student is prepared to enter college. However, research in this area supports a disconnect between secondary experiences and postsecondary academic expectations which creates unclear messages as to when a student is to truly ready for college. Using Arizona data, this presentation will provide insightful information regarding what signals concerning college expectation are sent to students and educators from performance on the math portion of Arizona's exit exam. Analysis of math exit exam scores and performance in college demonstrate that: (1) exit exam scores can serve as a good signal for college graduation; and that (2) exit exams scores are related to success in specific college majors.
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