A National Center for Education Evaluation report that presents early findings from an evaluation of the impact of two supplemental literacy programs that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers. The report describes the effects of the programs on the first cohort of students entering high school two to five years below grade level in reading. Taken together, the programs produced a statistically significant impact on reading comprehension among students who were randomly assigned to participate in the supplemental literacy programs compared to those who did not participate in the programs. There were no statistically significant impacts on student achievement in vocabulary or student use of reading behaviors promoted by the programs. (Abstract from IES.)
Northwest Regional Comprehensive Center
Printed from: http://nwrcc.educationnorthwest.org/enews/archive/18
Upcoming Events
Online Community Login
February/March 2008 E-newsletter
Below is a listing of our archived monthly e-newsletters. You can view the resources we mentioned in each issue by clicking on the link or Search Resources to find any resource from an e-newsletter or event.
-
-
The Center on Instruction recently released this synopsis that summarizes the findings reported in Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools--A report to Carnegie Corporation of New York (http://www.all4ed.org/files/WritingNext.pdf). Highlighted are 11 instructional strategies, listed in decreasing order of effect size.
-
The Center on Education Policy recently published this report examining the types of changes in instructional time in elementary schools since No Child Left Behind took effect in 2002. This report is a follow up to Choices, Changes, and Challenges: Curriculum and Instruction in the NCLB Era, published in July 2007.
-
The Center on Education Policy recently released a report describing California's school restructuring under the No Child Left Behind Act. Included are case findings of nine schools in four school districts.
-
The U. S. Department of Education's Institute of Education Sciences (IES) recently released a report prepared by the Regional Educational Laboratory Southwest. The report describes state formative assessment policies, programs, and practices across the five states in the Southwest Region: Arkansas, Louisiana, New Mexico, Oklahoma, and Texas.
-
IES also recently published the Regional Educational Laboratory Southwest's report that reviews and summarizes alternate assessment policies and practices for the most significantly cognitively disabled students. The report also examines the implementation and impact of these policies and practices across the five states in the Southwest Region: Arkansas, Louisiana, New Mexico, Oklahoma, and Texas.
-
The National Indian Education Association and the National Education Association recently released a joint publication that helps educators, lawmakers, and the public better understand Native education in the U.S. The publication examines issues impacting academic achievement for these students, including community concepts, types of schools, teacher preparation, class size, erosion of native languages, tribal sovereignty, and the need for self determination.
-
LFA recently launched a new website, Public School Insights, that provides examples of what is working in various public schools and districts and provides educators an opportunity to post success stories from their schools and districts.
-
The Education and the Public Interest Center (EPIC) at CU-Boulder recently released a policy brief analyzing factors related to the implementation of effective parental involvement with English Language Learners (ELLs). Included are characteristics of the ELL student and parent population, barriers to ELL family engagement with schools, and characteristics of traditional and non-traditional parental involvement models.
