Education Drivers

Evidence-Based Curriculum

An effective curriculum is designed to facilitate the acquisition of skills and knowledge that align with standards, that is, what students need to learn. Curriculum is how the lesson is planned, designed, and constructed to address standards. Instruction is the way the curriculum is delivered to students. Curriculum ranges from lessons developed by teachers to professionally published textbooks. An evidence-based curriculum consists of practices that have been vetted through rigorous research. The curriculum should be selected after a thorough assessment to ensure that the following criteria have been met: it aligns with standards; research of sufficient quality and quantity is available; levels of competency are defined; high rates of responding are embedded; opportunities for providing feedback for correct answers is addressed; corrective feedback and remediation are designated; scope and sequencing that lead to increasing levels of difficulty are spelled out; mastery-based instruction is required; and formative assessment is specified. In the end, for maximum effectiveness, lessons need to be linked to “big ideas,” those core concepts, principles, theories, and processes that provide meaning and context to instruction.

Publications

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SYNOPSIS
CITATION
Using Performance Feedback to Improve Teacher Effectiveness

This paper examines intervention and instruction failures and describe concrete steps that implementers can take to improve the results of their instruction and intervention in classrooms.

VanDerHeyden, A. (2013). Are We Making the Differences That Matter in Education? In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 119-138). Oakland, CA: The Wing Institute.

 

Data Mining

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CITATION
Have reading scores improved over 40-plus years of school reform?

This review examines student reading performance since 1971 to look for evidence of school reform's impact.

Keyworth, R. (2015). Have reading scores improved over 40-plus years of school reform? Retrieved from have-reading-scores-improved865.

Which approaches to teaching science have the greatest impact on student achievement?

This analysis compares the effectiveness of differing approaches to teaching science.

States, J. (2013). Which approaches to teaching science have the greatest impact on student achievement? Retrieved from which-approaches-teaching-science944.

Has student mathematics proficiency improved over the past 20+ years?
This review looks at student math performance since 1992 for trends and to determine the level of progress for student in the United States.
Keyworth, R. (2015). Has student mathematics proficiency improved over the past 20+ years? Retrieved from has-student-mathematics-proficiency.
Has student reading proficiency improved over the past 20+ years?
This review looks at student reading performance since 1992 for trends and to determine the level of progress for student in the United States.
Keyworth, R. (2015). Has student reading proficiency improved over the past 20+ years? Retrieved from has-student-reading-proficiency.
Have mathematics scores improved over 40-plus years of school reform?
This review examines student math performance since 1971 to look for evidence of school reform's impact.
Keyworth, R. (2015). Have mathematics scores improved over 40-plus years of school reform? Retrieved from have-mathematics-scores-improved.
What are the critical influences in a classroom that result in improved student performance?
The analysis examines direct influences tht have the greatest impact on student performance. 28 categories were distilled by combining the effect size along professional judgment of educational experts.
States, J. (2010). What are the critical influences in a classroom that result in improved student performance? Retrieved from what-are-critical-influences808.
How effective are teacher-training programs at teaching the skills of reading?
This review lookes at teacher pre-service efforts to provide comprehensive instruction in the 5 critical practice elements identified for effective reading instruction.
States, J. (2011). How effective are teacher-training programs at teaching the skills of reading? Retrieved from how-effective-are-teacher.
What are the most effective ways for teachers to teach reading?
This analysis examines the critical practice elements for effective teaching of reading. The piece also looks at practices that have been shown to be less effective.
States, J. (2011). What are the most effective ways for teachers to teach reading? Retrieved from what-are-most-effective.
What does science tell us about teaching reading?
This review examines the evidence that identifies the critical practice elements for effective reading instruction.
States, J. (2011). What does science tell us about teaching reading? Retrieved from what-does-science-tell.
What Practices Make a Difference in the Classroom?
This analysis examines meta-analyses to identify teaching practices that have the greatest impact on student achievement.
States, J. (2011). What Practices Make a Difference in the Classroom? Retrieved from what-practices-make-difference.

 

Presentations

TITLE
SYNOPSIS
CITATION
Using Performance Feedback to Improve Teacher Effectiveness

This paper examines intervention and instruction failures and describe concrete steps that implementers can take to improve the results of their instruction and intervention in classrooms.

VanDerHeyden, A. (2011). Using Performance Feedback to Improve Teacher Effectiveness [Powerpoint Slides]. Retrieved from 2011-wing-presentation-amanda-vanderheyden.

Teaching Skills That Make a Difference
This paper provides checklist of evidence-based skills that should be the foundation of every teacher's preparation.
States, J. (2013). Teaching Skills That Make a Difference [Powerpoint Slides]. Retrieved from 2013-aba-presentation-jack-states.
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Visible learning

This influential book is the result of 15 years research that includes over 800 meta-analyses on the influences on achievement in school-aged students. This is a great resource for any stakeholder interested in conducting a serious search of evidence behind common models and practices used in schools.

Hattie, J. (2009). Visible learning. A synthesis of over, 800.

Visible Learning for Teachers: Maximizing Impact on Learning

This book takes over fifteen years of rigorous research into education practices and provides teachers in training and in-service teachers with concise summaries of the most effective interventions and offers practical guidance to successful implementation in classrooms.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Effects of Caffeine on Classroom Behavior, Sustained Attention, and a Memory Task in Pre-school Children
This is an experimental single-subject reverse design study of the effects of caffeine on student behavior and performance in the classroom.
Baer, R. (1987). Effects of Caffeine on Classroom Behavior, Sustained Attention, and a Memory Task in Pre-school Children. Journal of Applied Behavior Analysis 20(3): 225-234.
Preteaching unknown key words with incremental rehearsal to improve reading fluency and comprehension with children identified as reading disabled
The study investigates the effect of teaching unknown key words as a preteaching strategy with 20 students identified as learning disabled in reading skills.
Burns, M. K., Dean, V. J., & Foley, S. (2004). Preteaching unknown key words with incremental rehearsal to improve reading fluency and comprehension with children identified as reading disabled. Journal of school psychology, 42(4), 303-314.
Preteaching versus concurrent teaching of the component skills of a multiplication algorithm
The study looks at the impact of preteaching as a practice to improve student performance.
Carnine, D. (1980). Preteaching versus concurrent teaching of the component skills of a multiplication algorithm. Journal for research in Mathematics Education, 375-379.
Educational outcomes of tutoring: A meta-analysis of findings
This study is a meta-analysis of school tutoring programs that shows these programs have positive effects on the academic performance and attitudes of those who receive tutoring.
Cohen, P. A., Kulik, J. A., & Kulik, C. L. C. (1982). Educational outcomes of tutoring: A meta-analysis of findings. American educational research journal, 19(2), 237-248.
Can offline metacognition enhance mathematical problem solving?
This research looks at the effectiveness of a metacognitive intervention combined with algorithmic cognitive instruction in an elementary school setting.
Desoete, A., Roeyers, H., & De Clercq, A. (2003). Can offline metacognition enhance mathematical problem solving?. Journal of Educational Psychology, 95(1), 188.
Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents
This study examined self-discipline on eighth-grade students and the impact on final grades, school attendance, standardized achievement-test scores, and selection into a competitive high school program the following spring.
Duckworth, A. L., & Seligman, M. E. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939-944.
Inclusion Versus Specialized Intervention for Very-Low- Per forming Students: What Does Access Mean in an Era of Academic
This study examined the effectiveness on achievement of very-low-performing students receiving inclusive fraction instruction or specialized fraction intervention and with the shift to Common Core State Standards (CCSS).
Fuchs, L. S., Fuchs, D., Compton, D. L., Wehby, J., Schumacher, R. F., Gersten, R., & Jordan, N. C. (2015). Inclusion Versus Specialized Intervention for Very-Low-Performing Students What Does Access Mean in an Era of Academic Challenge?. Exceptional Children, 81(2), 134-157.
The importance and decision making utility of a continuum of fluency based indicators of foundational reading skills for third-grade high stakes outcomes
This study examines fluency-based indicators of early literacy skills to predict reading outcomes, inform educational decisions, and change reading outcomes for students at risk.
Good III, R. H., Simmons, D. C., & Kame'enui, E. J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5(3), 257-288.
Synthesis of research on the effects of mastery learning in elementary and secondary classrooms
This paper examines research on group-based mastery learning programs and the impact on student learning outcomes, including academic achievement, material retention, involvement in learning activities, and student attitudes.
Guskey, T. R., & Gates, S. L. (1986). Synthesis of Research on the Effects of Mastery Learning in Elementary and Secondary Classrooms. Educational Leadership, 43(8), 73-80.
Can comprehension be taught? A quantitative synthesis of “metacognitive” studies
This quantitative review examines 20 studies to establish an effect size of .71 for the impact of “metacognitive” instruction on reading comprehension.
Haller, E. P., Child, D. A., & Walberg, H. J. (1988). Can comprehension be taught? A quantitative synthesis of “metacognitive” studies. Educational researcher, 17(9), 5-8.
Effects of learning skills interventions on student learning: A meta-analysis.
This meta-analysis of 51 studies identified features of study skills interventions that are likely to lead to academic success.
Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of educational research, 66(2), 99-136
Remedial Education and Student Achievement: A Regression- Discontinuity Design
This paper assesses the effectiveness of summer programs. The study uses quasi-experimental pretest-posttest design to look at the causal effects of summer school as an intervention to improve student achievement. They find that the net effect of remedial programs such as summer school programs was to substantially increase academic achievement among third-graders, but not sixth-graders.
Jacob, Brian A., and Lars Lefgren, “Remedial Education and Student Achievement: A Regression- Discontinuity Design,” Review of Economics and Statistics, Vol. 86, No. 1, 2004, pp. 226-244.
Effects of mathematical word problem solving by students at risk or with mild disabilities
This is a differential effects study of two instructional strategies, an explicit schema-based strategy and a traditional basal strategy, on the acquisition, maintenance, and generalization of mathematical word problem solving.
Jitendra, A. K., Griffin, C. C., McGoey, K., Gardill, M. C., Bhat, P., & Riley, T. (1998). Effects of mathematical word problem solving by students at risk or with mild disabilities. The Journal of Educational Research, 91(6), 345-355.
Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping
This paper compares the effectiveness of “elaborative studying with concept mapping” and students “practicing retrieving and reconstructing knowledge” procedures. The study finds retrieval practice to be an effective tool to promote conceptual learning about science.
Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772-775.
Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching.
This study examines evidence for guided instruction in the context of our knowledge of human cognitive architecture, expert-novice differences, and cognitive load.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist, 41(2), 75-86.
Task force on Evidence-based Interventions in School Psychology
The purpose of this manual is to assist psychologists to identify, code, and review interventions that have subjected to rigorous research and evaluation.
Kratochwill, T. R. (2003). Task force on evidence-based interventions in school psychology. American Psychology Association.
Effectiveness of mastery learning programs: A meta-analysis
This meta-analysis of findings from 108 studies shows mastery learning programs have positive effects on the examination performance of students in colleges, high schools, and the upper grades in elementary schools.
Kulik, C. L. C., Kulik, J. A., & Bangert-Drowns, R. L. (1990). Effectiveness of mastery learning programs: A meta-analysis. Review of educational research, 60(2), 265-299.
Effects of Pre-Teaching and Re-Teaching on Math Achievement and Academic Self-Concept of Students with Low Achievement in Math
This study examines and compares the effectiveness of pre-teaching and re-teaching on math achievement and academic self-concept of third grade students identified as low achievers.
Lalley, J. P., & Miller, R. H. (2006). Effects of Pre-Teaching and Re-Teaching on Math Achievement and Academic Self-Concept of Students with Low Achievement in Math. Education, 126(4), 747-755.
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SYNOPSIS
American Education Research Association (AERA)
This national organization works to advance the public good through advocacy and the promotion of rigorous research in education.
American Enterprise Institute
AEI is a private, nonpartisan, not-for-profit institution dedicated to research and education on issues of government, politics, economics and social welfare.
Australian Society for Evidence Based Teaching

This web site provides evidence-based resources for free to teachers, principals, and parents.

Balefire Labs

Balefire Labs provides an online educational app review service for mobile apps. It helps teachers and parents to find the highest quality educational apps for kids, ages 0-19 years. It uses rigorous, science-based, review criteria and publishes a detailed rubric on its site.

California Services for Technical Assistance and Training (CalSTAT)
CalSTAT is a project of the California Department of Education. that supports and develops partnerships with schools and families by providing training, technical assistance and resources to both special education and general education.
Center on Teaching and Learning (CTL)
CTL is research center that conducts and disseminates research that focuses on practical solutions to serious problems in school systems.
Edutopia
Edutopia focuses on practices and programs that help students acquire and effectively apply the knowledge, attitudes, skills and beliefs to achieve their full potential.
Fluency Project
This web site disseminates information about behavioral fluency; and to connect people interested in building fluent behavior of all kinds and for all types of people.
K-12 Education: Gates Foundation
K-12 Education works to make sure tools, curriculum, and supports are designed using teacher insights.
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