Structural Interventions

Data Mining

TITLE
SYNOPSIS
CITATION
How do students of different socio-economic status learn during the school year and over the summer break?

This analysis examines the importance summer break has on a growing gap in mathematics proficiency between students of differing socio-economic status.

Gibson, S. (2010). How do students of different socio-economic status learn during the school year and over the summer break? Retrieved from how-do-students-of943.

How do students of different socio-economic statuses learn during the school year and over the summer break?

This analysis examines the importance summer break has on a growing gap in reading proficiency between students of differing socio-economic status.

Gibson, S. (2010). How do students of different socio-economic statuses learn during the school year and over the summer break? Retrieved from how-do-students-of942.

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.

Do we get better results when teachers match individual learning styles to instructional methods?

This analysis looks at the importance of learning styles impact on student achievement.

States, J. (2010). Do we get better results when teachers match individual learning styles to instructional methods? Retrieved from do-we-get-better.

Does learning style make a difference?

This analysis examines the research on learning styles.

States, J. (2011). Does learning style make a difference? Retrieved from does-learning-style-make935.

How do students of different socio-economic status learn during the school year and over the summer break? (Math Learning Seasonality vs Socio-economic Status)
An analysis of math test results compared at the beginning and end of each school year and the impact on learning of summer break by socio-economic status.
Gibson, S. (2009). How do students of different socio-economic status learn during the school year and over the summer break? (Math Learning Seasonality vs Socio-economic Status) Retrieved from how-do-students-of821.
What is the relationship between 13 year old student's math performance and watching TV and video on school nights?
This review examined the relationship between the amount of time 13 year old students watch TV/video and performance in math.
Gibson, S. (2009). What is the relationship between 13 year old student's math performance and watching TV and video on school nights? Retrieved from what-is-relationship-between858.
What is the relationship between 13 year old student's math performance and watching TV and video on school nights?
This inquiry examined the relationship between the amount of time 13 year old students watch TV/video and performance in reading.
Gibson, S. (2009). What is the relationship between 13 year old student's math performance and watching TV and video on school nights? Retrieved from what-is-relationship-between860.
What is the relationship between 17 year old student's math performance and watching TV and video on school nights?
This inquiry examined the relationship between the amount of time 13 year old students watch TV/video and performance in math.
Gibson, S. (2009). What is the relationship between 17 year old student's math performance and watching TV and video on school nights? Retrieved from what-is-relationship-between859.
What is the relationship between 17 year old student's math performance and watching TV and video on school nights?
This review examined the relationship between the amount of time 17 year old students watch TV/video and performance in reading.
Gibson, S. (2009). What is the relationship between 17 year old student's math performance and watching TV and video on school nights? Retrieved from what-is-relationship-between861.
How do students of different socio-economic status learn during the school year and over the summer break? (Reading Learning Seasonality vs Socio-economic Status)
An analysis of reading test results compared at the beginning and end of each school year and the impact on learning of summer break by socio-economic status .
Gibson, S. (2011). How do students of different socio-economic status learn during the school year and over the summer break? (Reading Learning Seasonality vs Socio-economic Status) Retrieved from how-do-students-of822.
Does teacher induction impact teacher turnover for beginning teachers?
This review examines the effectiveness of teacher induction.
Keyworth, R. (2010). Does teacher induction impact teacher turnover for beginning teachers? Retrieved from does-teacher-induction-impact928.
What percentage of new teachers receive induction services?
This probe examines the increasing use of teacher induction as a tool for offering new teachers training and support.
Keyworth, R. (2011). What percentage of new teachers receive induction services? Retrieved from what-percentage-of-new.
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 Part Does a Parent's Level of Education Play in Parental Involvement in Children’s Education?
This analysis examined the relationship between parent involvement in school and level of parental education.
States, J. (2009). What Part Does a Parent's Level of Education Play in Parental Involvement in Children’s Education? Retrieved from what-part-does-parent's.
Do charter schools outperform traditional schools? (second analysis)
This analysis of charter schoolstudent achievement compared to public schools found small, but not critical differences. Greater differences were as likely to be found between charter school models.
States, J. (2010). Do charter schools outperform traditional schools? (second analysis) Retrieved from do-charter-schools-outperform811.

 

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
Academies KIPP 2013: Report Card (2013)

This report from KIPP provides a snap short of critical indicators from KIPP schools from across the United States.

Academies KIPP 2013: Report Card (2013) Retrieved from http://www.kipp.org/reportcard.

Instructional Time and Student Achievement

What is the relationship between instructional time and student achievement—that is, does increasing instructional time increase achievement?

Baker, D. P., Fabrega, R., Galindo, C., & Mishook, J. (2004). Instructional time and national achievement: Cross-national evidence. Prospects 34(3), 311–334.

High-stakes testing, uncertainty, and student learning

A brief history of high-stakes testing is followed by an analysis of eighteen states with severe consequences attached to their testing programs.

Beardsley, A., & Berliner, D. C. (2002). High-stakes testing, uncertainty, and student learning. Education Policy Analysis Archives, 10.

Reimagining the School Day: Innovative Schedules for Teaching and Learning

A new report from the Center for American Progress suggests American students would be better served by allowing teachers more time to collaborate with colleagues, planning lessons, and reviewing the effects of instruction.

Benner, M. & Partelow, L. (2017). Reimagining the School Day: Innovative Schedules for Teaching and Learning. Washington, D.C.: Center for American Progress.

Does external accountability affect student outcomes? A cross-state analysis.

This study developed a zero-to-five index of the strength of accountability in 50 states based on the use of high-stakes testing to sanction and reward schools, and analyzed whether that index is related to student gains on the NAEP mathematics test in 1996–2000.

Carnoy, M., & Loeb, S. (2002). Does external accountability affect student outcomes? A cross-state analysis. Educational Evaluation and Policy Analysis, 24(4), 305-331.

The effects of school-based decision-making on educational outcomes in low- and middle-income contexts: a systematic review

This review assesses the effectiveness of school-based curricula, finance, management, and teacher’s decision-making. This report has implications for the impact of charter schools, as the primary intervention in this model is local control. The report finds limited evidence of the effectiveness of these reforms, especially from low-income countries.

Carr-Hill, R., Rolleston, C., Pherali, T., & Schendel, R. (2014). The effects of school-based decision making on educational outcomes in low-and middle-income contexts: A systematic review.

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.

Keeping RTI on track: How to identify, repair and prevent mistakes that derail implementation

Keeping RTI on Track is a resource to assist educators overcome the biggest problems associated with false starts or implementation failure. Each chapter in this book calls attention to a common error, describing how to avoid the pitfalls that lead to false starts, how to determine when you're in one, and how to get back on the right track.

Vanderheyden, A. M., & Tilly, W. D. (2010). Keeping RTI on track: How to identify, repair and prevent mistakes that derail implementation. LRP Publications.

Comprehensive school reform and achievement: A meta-analysis
This study is a meta-analysis of the research on the impact of comprehensive school reform (CSR) on student achievement. The research summarizes the specific effects of 29 widely implemented models.
Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of educational research, 73(2), 125-230.
School Turnarounds: Actions and Results
This study offers a review of the literature and examines case studies of successful school reform efforts.
Brinson, D., Kowal, J., & Hassel, B. C. (2008). School turnarounds: Actions and results. Lincoln, IL: Center on Innovation & Improvement. Retrieved May, 1, 2009.
What Works in Education, Judith Crandall, John Jacobson & Howard Sloane, Editors
This monograph summarizes a sample of programs and procedures demonstrated to work. Each program included in the monograph has been validated through solid scientific research.
Crandall, J., & Sloane, H. (1997). What works in education. Cambridge Center for Behavioral Studies.
The Longitudinal Effects of Kindergarten Enrollment and Relative Age on Children’s Academic Achievement
This research looked at early, on-time, or delayed kindergarten enrollment and children’s mathematics and reading achievement from kindergarten through third grade.
DA?LI, Ü. Y., & Jones, I. (2013). The Longitudinal Effects of Kindergarten Enrollment and Relative Age on Children’s Academic Achievement. Teachers College Record, 115, 030304.
Are high-quality schools enough to increase achievement among the poor? Evidence from the Harlem Children's Zone.
This study examines the impact of attending Promise Academy charter schools of the Harlem Children’s Zone (HCZ) on educational outcomes.
Dobbie, W., & Fryer, R.G., Jr. (2011). Are high-quality schools enough to increase achievement among the poor? Evidence from the Harlem Children's Zone. American Economic Journal: Applied Economics, 3(3), 158-187.
Baseline Analyses of School Improvement Grants (SIG) Applications and SIG-Eligible and SIG- Awarded Schools
This study of school turnaround is an examination of the implementation of School Improvement Grants (SIG) authorized under Title I section 1003(g) of the "Elementary and Secondary Education Act"."
Hurlburt, S., Le Floch, K. C., Therriault, S. B., & Cole, S. (2011). Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools. NCEE 2011-4019. National Center for Education Evaluation and Regional Assistance.
School Turnaround Leaders: Competencies for Success
This paper examines competencies of effective turnaround leaders.
Impact, P. (2008). School turnaround leaders: Competencies for success. Chapel Hill, NC: Author. Retrieved August, 30, 2009.
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.
Making Sense in Education: Pretense (Including No Child Left Behind) and Realities in Rhetoric and Policy About Schools and Schooling
This paper discusses possible serious flaws in current education reform efforts that need to be addressed if there is hope for success. These issues include: measurement, statistical distributions, measurement error, labels, special services, teacher responsibilities, and teacher training.
Kauffman, J. M., & Konold, T. R. (2007). Making sense in education: Pretense (including No Child Left Behind) and realities in rhetoric and policy about schools and schooling. Exceptionality, 15(2), 75-96.
Importing leaders for school turnarounds: Lessons and opportunities.
This paper looks at when and how organizations in other sectors import leaders: including how they tempt people away, train them, and foster their success for guiding reform in failing schools.
Kowal, J., & Hassel, E. A. (2011). Importing Leaders for School Turnarounds: Lessons and Opportunities. Public Impact.
Mandatory Summer School and Student Achievement
This paper uses data from a large school district to identify the effect of summer school attendance on achievement. The study finds the average effect size of .12 standard deviations for both math and reading achievement.
Matsudaira, Jordan D., “Mandatory Summer School and Student Achievement,” Journal of Econometrics, Vol. 142, No. 2, 2008, pp. 829-850.
Ready for fall? Near-term effects of voluntary summer learning programs on low-income students’ learning opportunities and outcomes
This paper assesses the effectiveness of large-scale, voluntary, district-run, summer learning programs serving low-income elementary students. The study uses a randomized controlled trial to assess the effects of summer programs on student achievement and social and emotional skills.
McCombs, J. S., Pane, J. F., Augistine, C. H., Schwartz, H. L., Martorell, P., and Zakaras, L., (2014). Ready for fall? Near-term effects of voluntary summer learning programs on low-income students’ learning opportunities and outcomes. RAND Corporation, Santa Monica, California. Retrieved December 11, 2014.
Research on the Use of Khan Academy in Schools
This is a report by the Stanford Research Institute International (SRI) on the online Khan Academy. The report identifies implementation issues encountered in using the Khan Academy services and looks at future development and dissemination of the program.
Murphy, R., Gallagher, L., Krumm, A ., Mislevy, J., & Hafter, A. (2014). Research on the Use of Khan Academy in Schools. Menlo Park, CA: SRI Education.
Evidence-Based Teaching: A Practical Approach
This book offers a thorough array of practical teaching methods backed by rigorous research to have the greatest effect along with practical techniques to apply these in actual classroom settings.
Petty. G. (2009). Evidence-Based Teaching: A Practical Approach. Nelson Thornes, Cheltenham, United Kingdom.
School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organizational Improvement
This study is a review of the evidence for school turnaround efforts in the wake of No Child Left Behind.
Rhim, L. M., Kowal, J. M., Hassel, B. C., & Hassel, E. A. (2007). School turnarounds: A review of the cross-sector evidence on dramatic organizational improvement.
The Foundations of Educational Effectiveness
This book looks at research and theoretical models used to define educational effectiveness with the intent on providing educators with evidence-based options for implementing school improvement initiatives that make a difference in student performance.
Scheerens, J. and Bosker, R. (1997). The Foundations of Educational Effectiveness. Oxford:Pergmon
TITLE
SYNOPSIS
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.
America Achieves | Home
America Achieves draws upon experts with proven track records to identify and support exemplar initiatives and programs in education.
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.
Brown Center on Educational Policy
This is national nonprofit public policy organization that conducts research and makes recommendations on a awide range of issues affecting American K-12 education.
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 on Education Policy (CEP)
CEP is a national, independent advocate for public education and for more effective public schools.
Center on Great Teachers and Leaders
The Center on Great Teachers and Leaders (GTL Center) is dedicated to supporting state education leaders in their efforts to grow, respect, and retain great teachers and leaders for all students.
Center on Innovations in Learning
The Center on Innovations in Learning is funded by the United States Department of Education. It focuses on increasing the capacity of state education agencies and regional comprehensive centers.
Center on Reinventing Public Education
CRPE’s research and policy analysis is focused on addressing the complex systemic challenges affecting public education.
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.
Consortium for Policy Research in Education (CPRE)
CPRE looks at issues of teacher compensation, school finance, and principal evaluation for PK20.
Council of the Great City Schools

The Council’s mission is to promote the cause of urban schools and to advocate for inner-city students through legislation, research and media relations.

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.
What Works Clearinghouse (WWC)

The goal of the WWC is a resource for informed education decision-making. The WWC identifies evidence-based practice, program, or policy, and disseminates summary information on the WWC website.

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