Student

Data Mining

TITLE
SYNOPSIS
CITATION
Have NAEP math scores improved over the past 40 years of school reform?

This review examines 40 years of data for 4th, 8th, 12th grade math proficiency scores in the United States.

Keyworth, R. (2011). Have NAEP math scores improved over the past 40 years of school reform? Retrieved from have-naep-math-scores.

What percent of 4th grade students are reading below proficiency level?

This review examines at 17 years of data on 4th grade reading proficiency in the United States.

Keyworth, R. (2011). What percent of 4th grade students are reading below proficiency level? Retrieved from what-percent-of-4th.

What percent of 8th grade students are reading below proficiency level?

This review examines 17 years of data on 8th grade reading proficiency in the United States.

Keyworth, R. (2011). What percent of 8th grade students are reading below proficiency level? Retrieved from what-percent-of-8th.

Have NAEP reading scores improved over the past 40 years of school reform?

This review examines 40 years of data for 4th, 8th, 12th grade reading proficiency scores in the United States.

Keyworth, R. (2011

). Have NAEP reading scores improved over the past 40 years of school reform? Retrieved from have-naep-reading-scores941.

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.

How have American students been performing in reading over the past 20 years?

This review looks at trends in reading performance for a twenty year period.

States, J. (2010). How have American students been performing in reading over the past 20 years? Retrieved from how-have-american-students936.

How have American students been performing in reading over the past 20 years?

This review looks at trends in mathematics performance for a twenty year period.

States, J. (2010). How have American students been performing in reading over the past 20 years? Retrieved from how-have-american-students937.

What percent of Americans graduate from high school?
This analysis provides over 70 years of data on student graduation rates in the United States.
Gibson, S. (2009). What percent of Americans graduate from high school? Retrieved from what-percent-of-americans.
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.
Have NAEP reading scores improved over the past 40 years of school reform?
This analysis examines long term reading score trends in the United States.
Keyworth, R. (2010). Have NAEP reading scores improved over the past 40 years of school reform? Retrieved from have-naep-reading-scores924.
Have NAEP reading scores improved over the past 40 years of school reform?
This analysis examines long term math score trends in the United States.
Keyworth, R. (2010). Have NAEP reading scores improved over the past 40 years of school reform? Retrieved from have-naep-reading-scores925.
Have reading scores improved over 40-plus years of school reform?
This analysis examines long term reading score trends in the United States.
Keyworth, R. (2010). Have reading scores improved over 40-plus years of school reform? Retrieved from have-reading-scores-improved926.
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.
How does math proficiency correlate with a student's socio-economic status?
This analysis examines the influence of poverty on student math performance across grade levels.
Keyworth, R. (2015). How does math proficiency correlate with a student's socio-economic status? Retrieved from how-does-math-proficiency.
How does reading proficiency correlate with a student's socio-economic status?
This analysis examines the influence of poverty on student reading performance across grade levels.
Keyworth, R. (2015). How does reading proficiency correlate with a student's socio-economic status? Retrieved from how-does-reading-proficiency.
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
Evidence-based Education Policy: An Oxymoron

This paper examines the history, impact, and future of school reform in the context of empirical data, scientific research, and policy initiatives.

Keyworth, R. (2010). Evidence-based Education Policy: An Oxymoron [Powerpoint Slides]. Retrieved from 2010-ucberkeley-guest-presentation-randy-keyworth.

Forty Years of Public School Reform: What the Data Tell Us
This paper examines the history, impact, and future of school reform in the context of empirical data, scientific research, and policy initiatives.
Keyworth, R. (2010). Forty Years of Public School Reform: What the Data Tell Us [Powerpoint Slides]. Retrieved from 2010-capses-presentation-randy-keyworth.
TITLE
SYNOPSIS
CITATION
PISA Reports

The Programme for International Student Assessment (PISA) is survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.

PISA Reports Retrieved from http://www.oecd.org/pisa/.

Stepping stones: Principal career paths and school outcomes

This study examines the detrimental impact of principal turnover, including lower teacher retention and lower student achievement. Particularly hard hit are high poverty schools, which often lose principals at a higher rate as they transition to lower poverty, higher student achievement schools.

Beteille, T., Kalogrides, D., & Loeb, S. (2012). Stepping stones: Principal career paths and school outcomes. Social Science Research, 41(4), 904-919.

BURIED TREASURE: Developing a Management Guide From Mountains of School Data

This report provides a practical “management guide,” for an evidence-based key indicator data decision system for school districts and schools.

Celio, M. B., & Harvey, J. (2005). Buried Treasure: Developing A Management Guide From Mountains of School Data. Center on Reinventing Public Education.

The Nation’s Report Card

The National Assessment of Educational Progress (NAEP) is a national assessment of what America's students know in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history.

National Center for Education Statistics

Creating reports using longitudinal data: how states can present information to support student learning and school system improvement
This report provides ten actions to get data into the right hands of educators.
Data Quality Campaign, (2010). Creating reports using longitudinal data: how states can present information to support student learning and school system improvement.
Synthesis of research on reviews and tests.
This study looks at the use of properly spaced reviews and tests as a practice that can dramatically improve classroom learning and retention.
Dempster, F. N. (1991). Synthesis of Research on Reviews and Tests. Educational leadership, 48(7), 71-76.
A Meta-Analytic Review Of The Distribution Of Practice Effect: Now You See It, Now You Don't
This meta-analysis reviews 63 studies on the relationship between conditions of massed practice and spaced practice with respect to task performance, which yields an overall mean weighted effect size of 0.46.
Donovan, J. J., & Radosevich, D. J. (1999). A meta-analytic review of the distribution of practice effect: Now you see it, now you don't. Journal of Applied Psychology, 84(5), 795.
Dealing with Flexibility in Assessments for Students with Significant Cognitive Disabilities
Alternate assessment and instruction is a key issue for individuals with disabilities. This report presents an analysis, by assessment system component, to identify where and when flexibility can be built into assessments.
Gong, B., & Marion, S. (2006). Dealing with Flexibility in Assessments for Students with Significant Cognitive Disabilities. Synthesis Report 60. National Center on Educational Outcomes, University of Minnesota.
Testing High Stakes Tests: Can We Believe the Results of Accountability Tests?
This study examines whether the results of standardized tests are distorted when rewards and sanctions are attached to them.
Greene, J., Winters, M., & Forster, G. (2004). Testing high-stakes tests: Can we believe the results of accountability tests?. The Teachers College Record, 106(6), 1124-1144.
Leaders and Laggards: A State-by-State Report Card on Educational Innovation
This report is a call to action in response to how poorly states measured up on key indicators of educational innovation.
Hess, F. M., & Boser, U. (2009). Leaders and Laggards: A State-by-State Report Card on Educational Innovation. American Enterprise Institute for Public Policy Research
A Longitudinal Examination of the Diagnostic Accuracy and Predictive Validity of R-CBM and High-Stakes Testing
The purpose of this study is to compare different statistical and methodological approaches to standard setting and determining cut scores using R- CBM and performance on high-stakes tests
Hintze, J. M., & Silberglitt, B. (2005). A longitudinal examination of the diagnostic accuracy and predictive validity of R-CBM and high-stakes testing. School Psychology Review, 34(3), 372.
Uneven Transparency: NCLB Tests Take Precedence in Public Assessment Reporting for Students with Disabilities
This report analyzes the public reporting of state assessment results for students with disabilities
Klein, J. A., Wiley, H. I., & Thurlow, M. L. (2006). Uneven transparency: NCLB tests take precedence in public assessment reporting for students with disabilities (Technical Report 43). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved [today's date], from the World Wide Web: http://education.umn.edu/NCEO/OnlinePubs/Technical43.html
Use of Education Data at the Local Level From Accountability to Instructional Improvement
This report looks at the implementation of student data systems and the use of data for improving student performance.
Means, B., Padilla, C., & Gallagher, L. (2010). Use of Education Data at the Local Level: From Accountability to Instructional Improvement. US Department of Education.
Strategic responses to school accountability measures: It's all in the timing
This paper examines efforts in the State of Wisconsin to improve test scores.
Sims, D. P. (2008). Strategic responses to school accountability measures: It's all in the timing. Economics of Education Review, 27(1), 58-68.
2005 State Special Education Outcomes Steps Forward in a Decade of Change
This report provides a snapshot of new initiatives, trends, accomplishments, and emerging issues of education reform as states document the academic achievement of students with disabilities during standards-based reform.
Thompson, S., Johnstone, C., Thurlow, M., & Altman, J. (2005). 2005 State Special Education Outcomes: Steps Forward in a Decade of Change. National Center on Educational Outcomes, University of Minnesota.
The impact of high-stakes testing on student proficiency in low-stakes subjects: Evidence from Florida’s elementary science exam
This paper utilizes a regression discontinuity design to evaluate the impact of Florida's high-stakes testing policy on student proficiency in the low-stakes subject of science.
Winters, M. A., Trivitt, J. R., & Greene, J. P. (2010). The impact of high-stakes testing on student proficiency in low-stakes subjects: Evidence from Florida's elementary science exam. Economics of Education Review, 29(1), 138-146.
Effects of massed versus distributed practice of test taking on achievement and test anxiety
This study examines the effects of massed versus distributed practice on achievement and test anxiety.
Zimmer, J. W., & Hocevar, D. J. (1994). Effects of massed versus distributed practice of test taking on achievement and test anxiety. Psychological reports, 74(3), 915-919.
TITLE
SYNOPSIS
A Meta-Analytic Review of Guided Notes
The purpose of this review is to summarize research on the effectiveness of guided notes.
AdvancED
AdvanceED is national nonprofit, non-partisan organization that conducts rigorous, on-site external reviews of PreK-12 schools and school systems.
Education Trust
The Education Trust is a national non-profit advocacy organization that promotes high academic achievement for all students at all levels, particularly for students of color and low-income students.
NAEP - Fourth and Eighth
This site provides the data and analysis for the 2013 NAEP reading and math scores for fourth and eighth grade students.
NAEP - Twelfth Grade
This site provides the data and analysis for the 2013 NAEP reading and math scores for twelth grade students.
NAEP Data Explorer
NDE is a date base that allows one to create statistical tables, charts, and maps of NAEP data across time, age, student characteristics, topic area, etc.
National Center on Student Progress Monitoring
The Center's mission is to provide technical assistance to states and districts and disseminate information about progress monitoring practices proven to work in different academic content areas (Gr. K-5).
The Reading Literacy of U.S. Fourth-Grade Students in an International Context: Results From the 2001 and 2006 Progress in International Reading Literacy Study (PIRLS)
The Progress in International Reading Literacy Study (PIRLS) is an assessment of the reading comprehension of students in their fourth year of schooling.
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