Your search found 13 results.

Descriptors:
Rural Schools; Mathematics Achievement; Teacher Surveys; Grade 9; Algebra; Blended Learning; Instructional Effectiveness; Program Effectiveness; Professional Development; Course Descriptions; Instructional Materials; Computer Assisted Instruction; Virtual Classrooms; Intermode Differences; Comparative Analysis; Intervention

Abstract:
The 2006-11 Regional Educational Laboratory Appalachia at CNA conducted a rigorous evaluation of the Kentucky Virtual Schools hybrid algebra I curriculum. The curriculum combines traditional face-to-face instruction with an online program. This study used a two-cohort sample with 25 high schools in year 1 (SY 07/08: 13 treatment and 12 control) and 22 in year 2 (SY 08/09: 11 and 11), the randomized sample included 6,908 students, 61.4 percent of whom were in rural schools. As reported in the study, "Effects of the Kentucky Virtual Schools Hybrid Program for Algebra I on Grade 9 Student Math Achievement," researchers found that the hybrid class format was no more effective at increasing student achievement and future coursetaking in math than algebra offered in the traditional face-to-face format Eight appendixes present: (1) Power Analysis; (2) Data Collected but Not Analyzed; (3) Sample Detail; (4) Technical Information; (5) Data Cleaning and File Construction; (6) Professional Development Timeline; (7) Detailed Teacher Survey Results; and (8) Results of Sensitivity Analyses. (Contains 38 footnotes, 17 figures, and 43 tables.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences with Regional Educational Laboratory Appalachia administered by CNA Education.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (2228K)

Descriptors:
Eligibility; Preschool Education; Geographic Distribution; Maps; Partnerships in Education; School Districts; Urban Areas; Minority Groups; White Students; Rural Urban Differences; Preschool Children; Participation; Trend Analysis; Minority Group Students; Economically Disadvantaged; Public Schools

Abstract:
This study examines the first four years of Tennessee's Voluntary Prekindergarten program, directed to four-year-olds eligible for free or reduced-price lunch. It reviews participation levels and trends for the program as a whole, for collaborative partner classrooms, and for student and district subgroups and discusses the geographic distribution of program sites. Key findings include: (1) From 2005/06 to 2008/09, the number of PreK program participants increased from 6,943 to 18,746, the proportion of eligible children participating increased from 18 percent to 42 percent, and the proportion of local education agencies participating increased from 83 percent to nearly 99 percent; (2) The number of participants at collaborative partner classrooms increased from 1,428 (21 percent of all participants) in 2005/06 to 3,621 (19 percent) in 2008/09. Collaborative partner classrooms consistently accounted for approximately 21 percent of total PreK program classrooms; (3) PreK program participation levels and rates increased for all subgroups examined but exhibited varying growth rates across student and district subgroups. The participation rate increased faster for racial/ethnic minority students than for White students. Participation rates among students in special education increased from 8 percent to 32 percent. Large districts had fewer participants and lower participation rates than did small districts. Rural districts had higher levels and rates of participation than did nonrural districts. And the percentage of participants enrolled in collaborative classrooms was higher for racial/ethnic minority students and students in nonrural districts; and (4) The majority of public PreK program sites were in the four major urban areas of Tennessee: Chattanooga, Knoxville, Memphis, and Nashville. Collaborative partner sites were more evenly distributed across rural and nonrural areas. Appended are: (1) Literature review; (2) Background on Tennessee's Voluntary Prekindergarten program; (3) Data sources and methodology; (4) Participation by all four-year-olds in the state; and (5) Maps of public school and collaborative partner sites for Tennessee's Voluntary Prekindergarten program, 2005/06-2008/09. (Contains 3 boxes, 12 figures, 6 tables, 14 maps, and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (971K)

Descriptors:
Quasiexperimental Design; Probability; Grants; Intervention; Program Evaluation; High Schools; Identification; Selection; Comparative Analysis; Evaluation Criteria; Scores; Academic Achievement; Consortia

Abstract:
This presentation focuses on the quasi-experimental methods used to select comparison schools for an evaluation of a federal investing in innovation (i3) validation grant. The Northeast Tennessee College and Career Ready Consortium (NETCO) consists of 29 high schools participating in a five-year program to expand students' access to rigorous courses. The research question for this presentation is: How can propensity score matching be used to identify comparison schools for the evaluation of the NETCO intervention? This report describes the propensity score model used to select comparison schools, the techniques used to refine the model, and the recruitment of the comparison schools. Twenty-nine high schools in fifteen school districts from Northeast Tennessee were selected to participate in the intervention prior to the award of the grant. Overall, the preliminary propensity score analysis for the NETCO evaluation is able to substantially reduce differences in observable characteristics between the i3 schools and non-i3 schools in the state. There are no statistically significant differences in t-tests of the covariates between the treatment group and the matched comparison group, and the absolute standardized bias is less than 0.5 for all covariates. (Contains 1 table, 3 figures and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (133K)

Descriptors:
Public Schools; Preschool Education; Statistical Analysis; Counties; Special Education

Abstract:
The report examines rates of participation in West Virginia's universal, voluntary prekindergarten (PreK) program from 2002-03 to 2006-07. It describes the share of seats provided by collaborative partners and public school systems and analyzes participation rates by demographic and socioeconomic subgroup and county characteristics. Reported findings include: (1) Statewide participation in West Virginia's PreK program rose from 26 percent in 2002-03 to 43 percent in 2006-07; (2) Although in 2002-03 the only documented providers of publicly funded PreK seats under the program were public school systems, in 2006-07 nearly a third of the seats were provided by approved collaborative partners; (3) Participation in the West Virginia PreK program varied by subgroup; (4) Although statistical analysis of participation rates, using multiple covariates to control for other factors, showed that membership in certain demographic and socioeconomic subgroups was not associated with participation in the PreK program, differences in certain county characteristics were associated with PreK program participation; and (5) Some evidence indicates an inverse association between county-wide income levels and PreK program participation rates. Two data limitations are cited: (1) West Virginia Department of Education suppressed its data on PreK program participants wherever there were fewer than 10 participants in a given data cell, weakening conclusions about subgroups; and (2) Data were not available on private PreK program participation or on the use of other early education programs. Based on this report, it is not possible to infer a causal relationship between a particular child, classroom, or county attribute and the extent of participation in West Virginia's universal, voluntary PreK program. [For full report, see ED504868.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (487K)

Descriptors:
Public Schools; Income; Preschool Education; Educational Finance; Statistical Analysis; Counties; Enrollment; Special Education; Early Childhood Education; Academic Achievement; School Readiness; Young Children; Rural Areas; Ethnic Groups; Minority Groups; Equal Education; Kindergarten

Abstract:
The report examines rates of participation in West Virginia's universal, voluntary prekindergarten (PreK) program from 2002-03 to 2006-07. It describes the share of seats provided by collaborative partners and public school systems and analyzes participation rates by demographic and socioeconomic subgroup and county characteristics. Reported findings include: (1) Statewide participation in West Virginia's PreK program rose from 26 percent in 2002-03 to 43 percent in 2006-07; (2) Although in 2002-03 the only documented providers of publicly funded PreK seats under the program were public school systems, in 2006-07 nearly a third of the seats were provided by approved collaborative partners; (3) Participation in the West Virginia PreK program varied by subgroup; (4) Although statistical analysis of participation rates, using multiple covariates to control for other factors, showed that membership in certain demographic and socioeconomic subgroups was not associated with participation in the PreK program, differences in certain county characteristics were associated with PreK program participation; and (5) Some evidence indicates an inverse association between county-wide income levels and PreK program participation rates. Two data limitations are cited: (1) West Virginia Department of Education suppressed its data on PreK program participants wherever there were fewer than 10 participants in a given data cell, weakening conclusions about subgroups; and (2) Data were not available on private PreK program participation or on the use of other early education programs. Based on this report, it is not possible to infer a causal relationship between a particular child, classroom, or county attribute and the extent of participation in West Virginia's universal, voluntary PreK program. Three appendices are included: (1) Research on Kindergarten Readiness and on the Benefits of Prekindergarten; (2) Methodology; and (3) Detailed Results from the Participation Analysis. (Contains 3 notes, 2 boxes, 5 figures and 11 tables.) [For report summary, see ED504869.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (884K)

Descriptors:
Community Colleges; Educational Change; Case Studies; High Schools; Dual Enrollment; Program Effectiveness; Educational Policy; Interviews; Models; Student Motivation; Program Design; Change Strategies

Abstract:
The research reported in this paper examined a set of innovative high school programs on community college campuses. Specifically, a full-time dual enrollment program and 4 middle college high schools were studied. The authors used in-depth interviews and observational data to investigate the structure, processes, and perceptions of effectiveness of the programs. The study found multiple missions for these programs and identified common features that appear to play an important role in their formation and relative success. Although constituent perceptions of effectiveness were overwhelmingly positive, the programs did not systematically collect and analyze empirical evidence of their effectiveness. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Program Effectiveness; Grade 3; Reading Programs; State Programs; Special Education Teachers; Professional Development; Online Courses; Student Evaluation; Reading Instruction; Teaching Methods; Evaluation Methods

Abstract:
In 2002, the Tennessee Department of Education asked the Appalachia Educational Laboratory (AEL) at Edvantia, Inc. to develop content for online professional development that would help meet the goals of the state's Reading First Program. In response, laboratory staff developed and subsequently delivered Assessment and Intervention in a Comprehensive Literacy Classroom, a five-module course delivered over 16 weeks. The course was designed to help K-3 teachers, K-12 special education teachers, and building-level administrators incorporate formal and informal assessments into their reading instruction and use the results of those assessments to guide instruction. The course was organized and delivered in five modules that covered the following topics: (1) a conceptual model of a comprehensive literacy classroom in which all children can learn to read by the end of the third grade; (2) the five essential elements of reading instruction; (3) the Tennessee assessment system and the four types of assessments (screening, diagnosis, outcome, and progress monitoring); (4) assessment instruments, implementation steps, and practice opportunities; and (5) use of assessment data to guide planning, grouping for instruction, and selection of instructional strategies. (Contains 9 tables and 1 figure.) [This report was written with assistance from Miguel Martinez.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (225K)

Descriptors:
Charter Schools; Elementary Secondary Education; Online Courses; Computer Software Reviews; Systems Analysis; Methods Research; Teaching Models; Educational Assessment; Educational Indicators; Cost Effectiveness; Intermode Differences; Courseware

Abstract:
Opportunities for online K-12 education are expanding dramatically throughout the United States. This paper describes some of the organizational models that have been developed to provide online education to public school students, including their key strengths and challenges. The review is intended to help state and local school officials weigh such issues as cost, finance, access, and effectiveness as they consider alternative organizational models for delivering online education to their students. [This report was produced and funded by the Appalachian Technology in Education Consortium at The CNA Corporation, Alexandria, VA.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (185K)

Descriptors:
Teaching (Occupation); Certification; Urban Schools; Teacher Effectiveness; Teacher Competencies; Grade 9; Grade 10; Teacher Salaries; Achievement Gains; Mathematics Achievement

Abstract:
Many states and districts are moving toward more targeted compensation policies as a way to attract higher quality candidates into the teaching profession and to encourage increases in productivity among current teachers. Rather than align pay increases only to level of education and years of experience, for example, many school systems have started to tie pay increases or bonuses to National Board Certification (NBC). But the practice has been questioned, in part because of a lack of empirical evidence that NBC is an effective signal of teaching quality. The present study uses data from a large urban school district to examine the association between student gains in mathematics in the ninth and tenth grades, NBC, and other indicators of teacher quality. Based on a variety of different specifications and student subsamples, we find robust evidence that NBC is an effective indicator of teacher quality. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (177K) |  Publisher's website

Descriptors:
Learning Modules; Scores; Reading Teachers; Instructional Design; Professional Development; State Programs; Teacher Effectiveness; Grants; Knowledge Base for Teaching; Online Courses

Abstract:
In spring 2004, more than 1,200 teachers and principals in Tennessee participated in online professional development as part of the state?s Reading First grant. The opportunity also allowed the state to investigate the possibility of using online professional development to help teachers meet high-quality teacher requirements. Staff at the Appalachia Educational Laboratory (AEL) relied on internally developed instructional design standards and John Keller?s ARCS model of motivational design to develop and deliver the online professional development. An evaluation was completed by The CNA Corporation. Gains shown from pre- to posttest scores indicate that the training allowed participants to make significant gains in content knowledge. Three sources of participant feedback indicate high levels of satisfaction with the content of the training modules. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (279K)