Education Drivers

Monitoring Overview

Publications

TITLE
SYNOPSIS
CITATION
Seeking the Magic Metric: Using Evidence to Identify and Track School System Progress

This paper discusses the search for a “magic metric” in education: an index/number that would be generally accepted as the most efficient descriptor of school’s performance in a district.

Celio, M. B. (2013). Seeking the Magic Metric: Using Evidence to Identify and Track School System Quality. In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 97-118). Oakland, CA: The Wing Institute.

A roadmap to evidence-based education: Building an evidence-based culture

Increasing education’s reliance on evidence to guide decisions requires a significant change in the culture of districts and schools. This paper reviews the implications of moving toward evidence-based education.

Detrich, R., Keyworth, R., & States, J. (2007). A Roadmap to Evidence-based Education: Building an Evidence-based Culture. Journal of Evidence-based Practices for Schools, 8(1), 26-44.

Response to intervention: What it is and what it is not

Response to Intervention is a framework for determining the intensity of services that are necessary for a student to benefit from instruction. This paper addresses some of the misconceptions about RtI.

Detrich, R., States, J., & Keyworth, R. (2008). Response to Intervention: What it Is and What it Is Not. Journal of Evidence-based Practices for Schools, 9(2), 60-83.

Change Leadership: Innovation in State Education Agencies

This paper identifies the critical role State Education Agencies play in successful school culture change and discusses a framework for "change leadership".

Redding, S. (2012). Change Leadership: Innovation in State Education Agencies Retrieved from ../../uploads/docs/Redding%20ChangeLeadership.pdf.

 

Data Mining

TITLE
SYNOPSIS
CITATION
How does performance feedback affect the way teachers carry out interventions?
This analysis examined the impact of performance feedback on the quality of implementation of interventions.
Detrich, R. (2015). How does performance feedback affect the way teachers carry out interventions? Retrieved from how-does-performance-feedback.
How often are treatment integrity measures reported in published research?
This analysis examined the frequency that treatment integrity is reported in studies of research-based interventions.
Detrich, R. (2015). How often are treatment integrity measures reported in published research? Retrieved from how-often-are-treatment.
How well are Interventions Implemented in Educational Settings?
This analysis examined two studies to understand the reliability of self-reporting of practitioners implementing interventions.
Detrich, R. (2015). How well are Interventions Implemented in Educational Settings? Retrieved from how-well-are-interventions.
Would a student rated 'Proficient' in Reading in one state be rated 'Proficient' in Reading in another state?
The inquiry compares student performance between state proficiency standards and the National Assessment Education Progress proficiency standards.
Gibson, S. (2009). Would a student rated 'Proficient' in Reading in one state be rated 'Proficient' in Reading in another state? Retrieved from would-student-rated-'proficient.
Does School Size Effect Student Performance?
This Wing Institute literature review analyzed 25 studies on the relationship between school size and student performance.
States, J. (2009). Does School Size Effect Student Performance? Retrieved from does-school-size-effect.

 

Presentations

TITLE
SYNOPSIS
CITATION
Seeking the Magic Metric: Using Evidence to Identify and Track School System Progress

This paper discusses the search for a “magic metric” in education: an index/number that would be generally accepted as the most efficient descriptor of school’s performance in a district.

Celio, MB. (2011). Seeking the Magic Metric: Using Evidence to Identify and Track School System Progress [Powerpoint Slides]. Retrieved from 2011-wing-presentation-mary-beth-celio.

Change Leadership: Innovation in State Education Agencies

This paper identifies the critical role State Education Agencies play in successful school culture change and discusses a framework for "change leadership".

Redding, S. (2012). Change Leadership: Innovation in State Education Agencies [Powerpoint Slides]. Retrieved from 2012-wing-presentation-sam-redding.

Sustainability Through the Looking Glass: Shifting Contingencies Across Levels of a System

This presentation examines why so many educational interventions fail and offers strategies in increase the effective implementation that result in sustainable quality services.

States, J. (2008). Sustainability Through the Looking Glass: Shifting Contingencies Across Levels of a System [Powerpoint Slides]. Retrieved from 2008-aba-presentation-jack-states.

Sustainability: Shifting Contingencies: What Works and What Doesn't

This paper analyzes the contingencies that increase the likelihood that eduction interventions will succeed.

States, J. (2009). Sustainability: Shifting Contingencies: What Works and What Doesn't [Powerpoint Slides]. Retrieved from 2009-hice-presentation-jack-states.

The Role of Data-based Decision Making

This paper identifies the critical features required for developing and maintaining a systemic data-based decision making model aligned at all levels, beginning with an individual student in the classroom and culminating with policy makers.

States, J. (2009). The Role of Data-based Decision Making [Powerpoint Slides]. Retrieved from 2009-campbell-presentation-jack-states.

The Role of Data-based Decision Making

This presentation examines the impact of data-based decision making in schools. It looks at the critical role data plays in building an evidence-based model for education that relies on monitoring for the reliable implementation of practices.

States, J. (2010). The Role of Data-based Decision Making [Powerpoint Slides]. Retrieved from 2010-hice-presentation-jack-states.

Performance Feedback from a Global Perspective
This paper reviewed recent feedback on U.S. school performance from the Programme for International Student Assessment (PISA).
Keyworth, R. (2011). Performance Feedback from a Global Perspective [Powerpoint Slides]. Retrieved from 2011-wing-presentation-randy-keyworth.
Data-based Decision Making: What to Know? and Who Needs to Know It?
This paper considers the benefits and obstacles to the effective use of data in making critical decisions in schools.
States, J. (2006). Data-based Decision Making: What to Know? and Who Needs to Know It? [Powerpoint Slides]. Retrieved from 2009-calaba-presentation-jack-states.
A Systems Approach to Feedback: What You Need to Know and Who Needs
This paper looks at feedback as a powerful systems approach to improving the performance of both student and school faculty.
States, J. (2011). A Systems Approach to Feedback: What You Need to Know and Who Needs [Powerpoint Slides]. Retrieved from 2011-calaba-presentation-jack-states.
Feedback as Education Reform: What We Know
This paper examines the power of feedback as a strategy for improving student performance. Types of feeback are explored building from student and teacher performance that can be aggregated to create a systems wide feedback tool.
States, J. (2011). Feedback as Education Reform: What We Know [Powerpoint Slides]. Retrieved from 2011-aba-presentation-jack-states.
Systems-Level Data-Based Decision Making for Evidence-Based Practice
This paper examines systems-level data-based decision making in the context of implementation of Response to Intervention (RtI) practices.
Tilly, D, III. (2009). Systems-Level Data-Based Decision Making for Evidence-Based Practice [Powerpoint Slides]. Retrieved from 2008-wing-presentation-david-tilly.
TITLE
SYNOPSIS
CITATION
Policy and validity prospects for performance-based assessment

While monitoring performance allows educators to know the effects of their interventions. this article suggests that not all meaures are equal.

Baker, E. L., O’Neil, H. F., & Linn, R. L. (1993). Policy and validity prospects for performance-based assessment. American Psychologist, 48(12). 

Evaluating early intervention: Accountability methods for service delivery innovations.

Accountabiliy requires monitoring the outcomes of intervenntions. The author argues that single-case designs are well suited to evaluate the effects of interventions.

Barnett, & Pepiton, D. W. (1999). Evaluating early intervention: Accountability methods for service delivery innovations. Journal of Special Education, 33(3), 177. Retrieved from http://eric.ed.gov/?id=EJ597232

Advances in the assessment of social competence: Findings from a preliminary investigation of a general outcome measure for social behavior

This papers reviews efforts to develop a reliable and valid general outcome measure of social behavior.

Cummings, K. D., Kaminski, R. A., & Merrell, K. W. (2008). Advances in the assessment of social competence: Findings from a preliminary investigation of a general outcome measure for social behavior. Psychology in the Schools, 45(10), 930-946.

Outcomes of mental health care for children and adolescents: I.A. comprehensive conceptual model

This paper presents a multi-method model for evaluting the impact of mental health programs.

Hoagwood, K., & Burns, B. J. (1996). Outcomes of mental health care for children and adolescents: I.A. comprehensive conceptual model. Journal of the American Academy of Child & Adolescent Psychiatry, 35(8), 1055. 

The relationship between implementation fidelity and educational outcomes in a school-based family support program: Development of a model for evaluating multidimensional full-service programs

This paper reviews the relationship between monitoring implementation fidelity and student outcomes.  

Kalafat, J., Illback, R. J., & Sanders, D. (2007). The relationship between implementation fidelity and educational outcomes in a school-based family support program: Development of a model for evaluating multidimensional full-service programs. Evaluation & Program Planning, 30(2), 136-148. 

 

Practice-Based Evidence for Children and Adolescents: Advancing the Research Agenda in Schools.

Monitoring the effects of an intervention is practice-based evidence about the effects of an evidence-based practice.  This paper suggests considerations for developing monitoring systems.

Kratochwill, T. R., Hoagwood, K. E., Kazak, A. E., Weisz, J. R., Hood, K., Vargas, L. A., & Banez, G. A. (2012). Practice-Based Evidence for Children and Adolescents: Advancing the Research Agenda in Schools. School Psychology Review, 41(2), 215-235.

Treatment Utility of Psychological Assessment

This paper reviews the concept of treatment utility and asks the question how can assessment lead to improved outcomes.

Nelson-Gray, R. O. (2003). Treatment Utility of Psychological Assessment. Psychological Assessment, 15(4).

Incorporating End-of-Course Exam Timing Into Educational Performance Evaluations

There is increased interest in extending the test-based evaluation framework in K-12 education to achievement in high school. High school achievement is typically measured by performance on end-of-course exams (EOCs), which test course-specific standards in subjects including algebra, biology, English, geometry, and history, among others. Recent research indicates that when students take particular courses can have important consequences for achievement and subsequent outcomes. The contribution of the present study is to develop an approach for modeling EOC test performance regarding the timing of course.

Parsons, E., Koedel, C., Podgursky, M., Ehlert, M., & Xiang, P. B. (2015). Incorporating end-of-course exam timing into educational performance evaluations. Journal of Research on Educational Effectiveness, 8(1), 130-147.

Tracking Preschoolers' Language and Preliteracy Development Using a General Outcome Measurement System

Describes a general outcome measure for tracking preschoolers language and preliteracy development.

Phaneuf, R. L., & Silberglitt, B. (2003). Tracking Preschoolers’ Language and Preliteracy Development Using a General Outcome Measurement System. Topics in Early Childhood Special Education, 23(3), 114-123.

Progress Monitoring as Essential Practice Within Response to Intervention

Response to Intervention depends on regular, routine monitoring of student progress.  This paper describes a multi-component approach to monitoring progress.

Stecker, P. M., Fuchs, D., & Fuchs, L. S. (2008). Progress Monitoring as Essential Practice Within Response to Intervention. Rural Special Education Quarterly, 27(4), 10-17.

Using Progress-Monitoring Data to Improve Instructional Decision Making

The authors propose a model for using curriculum-based measurement to monitor and improve student achievement.

Stecker, P. M., Lembke, E. S., & Foegen, A. (2008). Using Progress-Monitoring Data to Improve Instructional Decision Making. Preventing School Failure, 52(2), 48-58.

The Cost-Effectiveness of Five Policies for Improving Student Achievement

The author presents data suggesting that rapid assessment of student performance improves education outcomes for students at a very low cost compared to other initiatives to improve outcomes.

Yeh, S. S. (2007). The Cost-Effectiveness of Five Policies for Improving Student Achievement. American Journal of Evaluation, 28(4), 416-436.

 

The Cost-Effectiveness of Comprehensive School Reform and Rapid Assessment

The author compares the effectiness of comprehensive school reform relative to rapid progress monitoring.  Progress monitoring results in much greater benefit than comprehensive school reform.

Yeh, S. S. (2008). The Cost-Effectiveness of Comprehensive School Reform and Rapid Assessment. Education Policy Analysis Archives, 16(13), 1-32.

TITLE
SYNOPSIS
AdvancED
AdvanceED is national nonprofit, non-partisan organization that conducts rigorous, on-site external reviews of PreK-12 schools and school systems.
Alliance for Excellent Education
This organization is a national policy and advocacy organization dedicated to ensuring that all students graduate from high school ready for success in college, work, and citizenship.
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.
American Institutes for Research (AIR)
AIR is one of the world's largest behavioral and social science research and evaluation organizations. Its research focus includes most aspects of K-12 education.
Annenberg Institute for School Reform
The Annenberg Institute for School Reform is a national policy-research and reform support organization that promotes quality education for all children, especially in urban communities.
Association for Behavior Analysis International (ABAI)
ABAI organization promotes the development, and support of the science of behavior analysis through research, education, and practice.
Center for American Progress
The Center for American Progress is an independent nonpartisan policy institute provides research, analyses and advocacy on a wide range of education issues.
Center for Education Policy Analysis (CEPA)
CEPA is a research center focusing education policy issues including Poverty and Inequality; Federal and State Education Policy; Technological Innovations in Education; and Teaching and Leadership Effectiveness.
Center for Public Education (CPE)
The Center for Public Education provides up-to-date research, data, and analysis on current education issues and explores ways to improve student achievement and engage public support for public schools.
Center for Research and Reform in Education (CRRE)
CRRE is a research center who’s major goal is to improve the quality of education through high-quality research and evaluation studies and the dissemination of evidence-based research.
Center on Education Policy (CEP)
CEP is a national, independent advocate for public education and for more effective public schools.
Common Core of Data (CCD)
CCD is a program of the U.S. Department of Education's National Center for Education Statistics that annually collects fiscal and non-fiscal data about all public schools, public school districts and state education agencies in the United States
Condition of Education
The Condition of Education is an annual report on key indicators of the U.S. education system. It is published by the Institute of Education Sciences, National Center for Education Statistics, U.S. Department of Education.
Data Quality Campaign
This nonprofit organization promotes the systematic and outcome driven use of data at all levels of education
Data.gov/education
This federal education site provides access to a large number of data sets covering all levels of education.
Digest of Education Statistics
The Digest of Education Statistics is produced by the National Center for Educational Statistics. It provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school.
ED Data Inventory
The ED Data Inventory describes all data reported to the Department of Education, to allow publication of valuable statistics about the state of education in this country.
EdTech Strategies
EdTech Strategies (Doug Levin) provides strategic research and counsel on issues at the intersection of education, public policy, technology, and innovation.
Education Commission of the States
The Education Commission of the States tracks state policy trends, translates academic research, provides advice and creates opportunities for state leaders to learn from one another.
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