Evidence-Based Curriculum

This book provides a guide to the conceptual and practical knowledge principals, superintendents, and other school leaders need to implement evidence-based educational innovations.

The purpose of this paper on value-added research in education is to define this type of research, provide an overview of how it has been conducted, and discuss its benefits and limitations.

This article focuses on the most fundamental question regarding evidence-based practice: What is evidence? To address this question, the authors first review several of the definitions, criteria, and strategies that have been used to define scientific evidence.

Fidelity of implementation is a critical but often neglected component of any new system, practice, or intervention in educational research and practice. Fidelity is a multidimensional construct focused on providing evidence of adherence, quality, dosage, differentiation, and responsiveness following implementation. Unfortunately, fidelity has not always been prioritized, although evidence suggests that is changing, at least in published research.

This document discusses what is needed for accurate graduation rates and provides data on state graduation rates, along with adequate yearly progress information. 

This paper examines a range of education failures: common mistakes in how new practices are selected, implemented, and monitored. The goal is not a comprehensive listing of all education failures but rather to provide education stakeholders with an understanding of the importance of vigilance when implementing new practices.

Multitiered system of support (MTSS) is a framework for organizing service delivery. At the core of MTSS is the adoption and implementation of a continuum of evidence-based interventions that result in improved academic and behavioral outcomes for all students. MTSS is a data-based decision making approach based on the frequent screening of progress for all students and intervention for students who are not making adequate progress.

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.

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

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

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.

This exploratory qualitative study investigated how school districts engage in the process of adopting curricula for use in grades K-12 and what factors influence administrators when making adoption decisions.

Value-added assessment proves that very good teaching can boost student learning and that family background does not determine a student's destiny. Students taught by highly effective teachers several years in a row earn higher test scores than students assigned to particularly ineffective teachers.

Intended as a formative assessment tool, this guide provides detailed, individual state profiles and state-to-state comparisons of 8 policy areas and 21 policy criteria that support the development of effective leaders.

This study evaluated institutional sustainability of the Early Risers “Skills for Success” conduct problems prevention program.

There is growing evidence to support the use of trial-based functional analyses, particularly in classroom settings. However, there currently are no evaluations of this procedure with typically developing children. Furthermore, it is possible that refinements may be needed to adapt trial-based analyses to mainstream classrooms.

This article explores factors influencing the sustained use of Peer Assisted Learning Strategies (PALS) in math in one elementary school.

This book has been raging for decades, raising many questions about the power of science. The book not only helps resolve many current debates about science, but it is also a major contribution to explaining science in terms of a powerful philosophical system.

Using professional self-regulation in medicine as a model, the National Commission on Teaching and America's Future has proposed sweeping changes in how teachers are trained and licensed, claiming that the reforms are well-grounded in research. This paper argues that the research literature offers far less support for the Commission's recommendations than is claimed. 

This study provides a systematic review of the use of social emotional learning (SEL) interventions in urban schools over the last 20 years. I summarize the types of interventions used and the outcomes examined, and I describe the use of culturally responsive pedagogy as a part of each intervention.

This Guide seeks to provide assistance to educational practitioners in evaluating whether an educational intervention is backed by rigorous evidence of effectiveness, and in implementing evidence-based interventions in their schools or classrooms.

The Bridging the Word Gap Research Network conducted a review of literature to identify effective interventions to facilitate the communication development of young children in hopes of identifying ways to reduce the well-documented word gap among children associated with socio-economic class. As part of this effort, we focused on the ways in which caregivers (teachers, parents, and others) were taught to implement evidence-based practices for facilitating language learning and use.

The Council of Chief State School Officers (CCSSO) was awarded a grant from the National Science Foundation to conduct a meta analysis study with the goal of providing state and local education leaders with scientifically-based evidence regarding the effects of teacher professional development on improving student learning. The analysis focused on completed studies of effects of professional development for K-12 teachers of science and mathematics.

This was a historic meeting among developers of evidence-based programs, leaders of various cultural, racial, and ethnic professional associations, and representatives of family associations. Evidence-based program implementation and cultural competence in human services have had parallel paths with limited intersection and dialogue.

Focus groups with teachers of students with learning disabilities (n= 30) and teachers of students with emotional/behavior disorders (n= 19) were conducted to examine the the teachers' perspectives about educational research and the extent to which they found research findings to be useful.

An overview of the many types of studies that fall into the qualitative design genre is provided. Strategies that qualitative researchers use to establish the authors’ studies as credible and trustworthy are listed and defined

The authors discuss the emergence of the evidence-based practice movement and the challenges of integrating what we know from scientific research into daily practice with children and families.

in this perspective, the author challenge us to accept the responsibility of moving education forward by doing more than paying lip service to the translation of research into practice. 

This essay provides examples from reading and math curricula, describes how experts have, for ideological reasons, shunned some solutions that do display robust evidence of efficacy, then examines how public impatience has forced other professions to “grow up” and accept accountability and scientific evidence. 

This review involved a systematic analysis of studies that focused on the use of peer-mediated interventions (PMI) in the treatment of individuals with autism spectrum disorders (ASD). Further, we critically appraised each study's design and related methodological details in order to determine certainty of evidence.

These guidelines emphasized the dimensions of 1) efficacy and 2) effectiveness. A model is provided that proposes how evidence--however defined--will ultimately connect with practice. 

This paper describes opportunities, challenges, and cautions in response to T. R. Kratochwill and K. C. Stoiber's vision and other critical issues for the evidence-based intervention (EBI) movement in school psychology. 

This practice guide released by What Works Clearinghouse presents three recommendations for helping students in grades 6 to 12 develop effective writing skills along with the strength of evidence to support the recommendations.

• Explicitly teach appropriate writing strategies using a model-practice-reflect instructional cycle. Strong Evidence
• Integrate writing and reading to emphasize key writing features. Moderate Evidence
• Use assessments of student writing to inform instruction and feedback. Minimal evidence

Each recommendation includes specific actionable guidance for educators on implementing these practices in the classroom. It is geared toward administrators and teachers in all disciplines who want to help improve their students’ writing.

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.

This systematic review of the literature examines the evidence behind teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction. 

The goal of this article is to illustrate various strategies that the Hawaii Child and Adolescent Mental Health Division (CAMHD) adopted to increase the use of empirical evidence to improve the quality of services and outcomes for youth.

Using five AERA presidential addresses over the past half century as landmarks, this essay traces the evolution of research on teaching and teacher education as well as some critical impacts the research has had on policy and practice related to teacher education and teacher evaluation in the United States. The discussion shows how these addresses both reflected the progress and challenges of research on teaching and teacher education at the times they were delivered and identified paths that the education research community could take to address the challenges.

This article focuses on the most fundamental question regarding evidence-based practice: What is evidence? To address this question, the authors first review several of the definitions, criteria, and strategies that have been used to define scientific evidence. 

A review of school‐based drug abuse prevention programs was conducted for 1989–1994. In addition to a comprehensive literature review, interviews were conducted with a panel of 15 leading experts in prevention research. Key elements of promising prevention curricula were identified.

This report discuss how to use research findings as a base to support stronger teacher preparation programs. 

This article reviews the research and practice of indicator development and use, summarizing several key lessons from this review.

Implementation research is the scientific study of methods to promote the systematic uptake of research findings and other evidence-based practices into routine practice, and, hence, to improve the quality and effectiveness of health services and care. This relatively new field includes the study of influences on healthcare professional and organisational behaviour.

This section includes tools and resources that can help school leaders, teachers, and other stakeholders be more strategic in their decision-making about planning, implementing, and evaluating evidence-based interventions to improve the conditions for learning and facilitate positive student outcomes.

This paper describes evidence-based kernels, fundamental units of behavioral influence that appear to underlie effective prevention and treatment for children, adults, and families. The paper describes 52 of these kernels, and details practical, theoretical, and research implications, including calling for a national database of kernels that influence human behavior.

This book compares what actually occurred since publication of A System of Logic with some of the more probable scenarios of what could have happened if education had been framed as a science that resides on a logical-empirical base.

In this systematic literature review, we examined the effects of coaching teachers and other educators to increase their use of behavior-specific praise, a low-intensity teacher-delivered strategy previously determined to be a potentially evidence-based practice based on Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education. Research has shown that traditional lecture-style short-duration professional development does not typically lead to lasting change in teacher behavior, but follow-up observations with continued support are much more likely to produce desired outcomes.

This paper identified and discussed some of the more pressing challenges and associated ethical dilemmas of implementing EBP in social work and strategies to manage them, in the hopes of affirming that the process of EBP is both feasible and practicable.

In this article, which draws on a recently released National Research Council report, the authors argue that the primary emphasis should be on nurturing and reinforcing a scientific culture of educational research.

This research examines the impact of longer school days on student achievement. This study attempts to fill in gaps in the evidence-base on this topic. Although this study finds positive outcomes for additional reading instruction, it is important to note that for achieving maximum results it is important to pair evidence-based reading instruction practices with the additional instruction time in order to achieve maximum results.

Leading experts present evidence-based procedures for supporting positive behaviors and reducing problem behaviors with children and adults in diverse contexts. Chapters delve into applications in education, autism treatment, addictions, behavioral pediatrics, and other areas. 

A growing number of evidence-based psychotherapies hold the promise of substantial benefits for children, families, and society.  For the benefits of evidence-based programs to be realized on a scale sufficient to be useful to individuals and society, evidence-based psychotherapies need to be put into practice outside of controlled clinical trials. 

Ever-increasing demands for accountability, together with the proliferation of lists of evidence-based prevention programs and policies, led the Society for Prevention Research to charge a committee with establishing standards for identifying effective prevention programs and policies. 

The reliability and validity of 4 approaches to the assessment of children and adolescents with learning disabilities (LD) are reviewed. The authors identify serious psychometric problems that affect the reliability of models based on aptitude-achievement discrepancies and low achievement.

This paper explain a three-stage process of Pilot Research, Formal Evaluation, and Scaling Up. Finally, we discuss several misconceptions about empirical research and researchers.

This study examined the educational effects of repeated curriculumbased measurement and evaluation. Thirty-nine special educators, each having three to four pupils in the study, were assigned randomly to a repeated curriculum-based measurement/evaluation (experimental) treatment or a conventional special education evaluation (contrast) treatment

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).

Educators use a mastery criterion to evaluate skill acquisition programming for children with autism and other developmental disabilities; however, to the best of our knowledge, there has been no research evaluating how the mastery criterion level of accuracy affects the maintenance of those responses.

This paper synthesizes and evaluates 12 studies to calculate the effect size on Active Supervision and student conduct.

This text provides a comprehensive introduction to educational research. This textbook has been revised to reflect a balance of both quantitative and qualitative research methods

This paper discusses the effectiveness of research‐based educational approaches on
classroom practice.

This article discusses critical issues related to conducting high-quality intervention research using experimental and quasi-experimental group designs.

This article reviews key findings from school-reform studies of the 1980s and explains their relevance to special education. It also highlights significant findings from more recent studies that help elucidate and flesh out the earlier findings. 

The authors describe the policy and administrative-practice implications of implementing evidence-based services, particularly in public-sector settings. They review the observations of the contributors to the evidence-based practices series published throughout 2001 in Psychiatric Services.

TIMSS is designed to align broadly with mathematics and science curricula in the participating countries. This report focuses on the performance of U.S. students relative to that of their peers in other countries in 2007, and on changes in mathematics and science achievement since 1995. This report also describes additional details about the achievement of U.S. student subpopulations. All differences described in this report are statistically significant at the .05 level. No statistical adjustments to account for multiple comparisons were used.

This study examines the implementation of Leveled Literacy Intervention (LLI) for struggling readers that had been proven to work in early grades. The findings highlight the importance of considering context and implementation, in addition to evidence of effectiveness, when choosing an intervention program. Not only do schools need to adopt programs supported by evidence, but equally educators need to implement them consistently and effectively if students are to truly benefit from an intervention.

This article maintains that intelligence tests contribute little if any information useful for the planning, implementation, and evaluation of instructional interventions for children. This argument is supported by the virtual absence of empirical evidence supporting the existence of aptitude × treatment interactions. 

This quantitative review examines 20 studies to establish an effect size of .71 for the impact of “metacognitive” instruction on reading comprehension.

To assess the effect of “metacognitive” instruction on reading comprehension, 20 studies, with a total student population of 1,553, were compiled and quantitatively synthesized. In this compilation of studies, metacognitive instruction was found particularly effective for junior high students (seventh and eighth grades). Among the metacognitive skills, awareness of textual inconsistency and the use of self-questioning as both a monitoring and a regulating strategy were most effective. Reinforcement was the most effective teaching strategy.

This study examines adoption and implementation of the US Department of Education's new policy, the `Principles of Effectiveness', from a diffusion of innovations theoretical framework. In this report, we evaluate adoption in relation to Principle 3: the requirement to select research-based programs.

For decades, schools have taught children the strategies of struggling readers, using a theory about reading that cognitive scientists have repeatedly debunked. And many teachers and parents don't know there's anything wrong with it.

this report aims to provide the public, along with teachers and leaders in the Great City Schools, with objective evidence about the extent of standardized testing in public schools and how these assessments are used.

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.

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.

This meta-analysis of 51 studies identified features of study skills interventions that are likely to lead to academic success.

A central premise in the literature on leadership highlights its central role in organizational change. In light of the strength of this conceptual association, it is striking to note the paucity of large-scale empirical studies that have investigated how leadership impacts performance improvement in organizations over time. Indeed evidence-based conclusions concerning the impact of leadership on organizational change are drawn largely from case studies and cross-sectional surveys.

The contributing authors present literature reviews, conceptual analyses, and data from several original studies; they describe advancements in curricula, classroom and schoolwide interventions, and teacher training programs; and they offer personal perspectives on the current status and future directions of behavior analysis in education.

Direct observation plays an important role in the assessment practices of school psychologists and in the development of evidence-based practices in general and special education. The defining psychometric features of direct observation are presented, the contributions to assessment practice reviewed, and a specific proposal is offered for evaluating the psychometric merit of direct observation in both practitioner developed and commercial/research specific applications.

This report, preceded as it was by the seminal report of the Surgeon General on Mental Health (2000) and followed by the Surgeon General’s Youth Violence (2001) and Culture, Race and Ethnicity Reports (2002), represented a critical shift in federal health priorities.

The purpose of this document is to lay out the current evidence assessing SWPBIS and the considerations that may be relevant for state, district and national decision-makers. 

This book presents clear and functional techniques for deciding what students with learning disabilities should be taught and how. This book can also function as a tool to assist pre-service teachers (students) with deciding how to teach and what to teach to regular/non-special education children.

A comprehensive, easily digestible introduction to research methods for undergraduate and graduate students. Readers will develop an understanding of the multiple research methods and strategies used in education and related fields, including how to read and critically evaluate published research and how to write a proposal, construct a questionnaire, and conduct an empirical research.

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.

This book summarize how science works, why it offers hope to educators, how science has been neglected and abused in education, and what I think science now tells us — and doesn’t tell us—about several issues in education.

This book provides up-to-date, in-depth information about the use of single-case experimental designs in educational research across a range of educational settings and students.

This study examined the extent to which the reading instructional practices learned by a
cohort of teachers who participated in an intensive, yearlong professional development
experience during the 1994-1995 school year have been sustained and modified over time.

Scientists have discredited claims that listening to classical music enhances intelligence, yet this so-called "Mozart Effect" has actually exploded in popularity over the years.

The purpose of this manual is to assist psychologists to identify, code, and review interventions that have subjected to rigorous research and evaluation.

This report presents an overview of issues related to evidence-based practice and the role that the school psychology profession can play in developing and disseminating evidence-based interventions.

The task force on interventions by the American Psychological Association (APA, Task Force on Promotion and Dissemination of Psychological Procedures, 1995) stimulated considerable enthusiasm among many about the role of ESIs in practice.

The authors presents the conceptual, philosophical, and methodological basis for the Procedural and Coding Manual for Review of Evidence-Based Interventions

The authors conducted a comprehensive review of research to identify the impact of coaching on changes in preservice and in-service teachers’ implementation of evidence-based practices.

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.

In this discussion, we examine the relationship between science and education and delineate four reasons for characterizing science as an uninvited guest in schools. 

This study examines the impact of a Teacher Versus Student Game, a program that is based upon The Good Behavior Game (GBG). This paper found that the game increased teachers rates of praise; however, the teachers gradually decreased their use of BSP over time.

An old disagreement over how to teach children to read -- whole-language versus phonics -- has re-emerged in California, in a new form. Previously confined largely to education, the dispute is now a full-fledged political issue there, and is likely to become one in other states.

Populations and study samples can change over time—sometimes dramatically so. We illustrate this important point by presenting data from 5 randomized control trials of the efficacy of Kindergarten Peer-Assisted Learning Strategies, a supplemental, peer-mediated reading program.

The chapter focuses on the historically perceived poor methodological rigor and low scientific credibility of most educational/psychological intervention research.

This is the twelfth edition of the Brown Center Report. Part I examines the latest data from state, national, or international assessments. This year the focus is on the latest results from the Progress in International Reading Literacy Study (PIRLS) and Trends in International Math and Science Study (TIMSS) released in December, 2012. Part II explores a perennial theme in education studies—the topics that never seem to go away in terms of research and debate. This year it’s on the controversial topics of tracking and ability grouping. Part III is on a prominent policy or program. This year’s analysis is on the national push for eighth graders to take algebra and other high school math courses. 

The Millennium Challenge Corporation (MCC) sponsoring rigorous independent evaluations of its funded projects to build scientifically-valid evidence about "what works." On October 29, the nonprofit, nonpartisan Coalition for Evidence-Based Policy, in collaboration with MCC, hosted a forum with leaders of the development policy and research community on MCC's evidence-based approach.

This meta-analysis research cover all major domains in which deliberate practice has been investigated in search of empirical evidence. The authors conclude that deliberate practice is important, but not as important as has been argued.

This study focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils’ academic performance.

This article considers possible reasons that research knowledge is not used more extensively in special education practice and suggests issues to be addressed in solving this problem. 

This Campbell Collaboration systematic review examines the effectiveness of school-based mindfulness-based interventions on cognition, behavior, socioemotional outcomes, physiological, and academic achievement.

The effects of a cloze procedure developed from transfer feature theory of processing in reading on immediate and delayed recall of good and poor readers were studied

We should stop being so embarrassed by uncertainty and embrace it as a strength rather than a weakness of scientific reasoning

This position paper contends that the whole language approach to reading instruction has been disproved by research and evaluation but still pervades textbooks for teachers, instructional materials for classroom use, some states' language-arts standards and other policy documents, teacher licensing requirements and preparation programs, and the professional context in which teachers work. 

This report is concerned with only one of the many causes and dimensions of the problem, but it is the one that undergirds American prosperity, security, and civility.

This report present the panel’s conclusions, an indication of the readiness for application in the classroom of the results of this research, and, if appropriate, a strategy for rapidly disseminating this information to facilitate effective reading instruction in the schools.

This book describes the similarities and differences between scientific inquiry in education and scientific inquiry in other fields and disciplines and provides a number of examples to illustrate these ideas.

In this article, the author argue that classroom teaching is structured by ritualized routines supported by widely held myths about learning and ability that are acquired through our common experiences as students.

In this article, implementation is proposed as the link between evidence-based practices and positive outcomes. Strategies for promoting implementation through “enlightened professional development” are proposed.

The purpose of this study was to examine the strength of scientific evidence from single-subject research underlying the Division of Early Childhood (DEC) Recommended Practices.

This article sets the context for the development of research quality indicators and guidelines
for evidence of effective practices provided by different methodologies.

This article describes early aspects of the nationwide implementation of an evidence‐based program (EBP) in Norway and the design for studying program fidelity over time. 

Naomi Oreskes offers a bold and compelling defense of science, revealing why the social character of scientific
knowledge is its greatest strength—and the greatest reason we can trust it.

This study examined the hypothesis that teachers’ and students’ assessment of preferred LS correspond. The study found no relationship between pupils’ self-assessment and teachers’ assessment. Teachers’ and students’ answers didn’t match up. The study suggests that teachers cannot assess the LS of their students accurately.

This enlightening book contains papers (presented as chapters) commissioned from nationally recognized scholars, which examine topics related to ethics, culture, science, and philosophy that have a direct bearing on the future of special education.

This article examines the state of progress of evidence-based educational policies in Europe and identifies organizations for the generation and dissemination of evidence. Further, it discusses some of the most relevant challenges facing the development of evidence-informed education policies in Europe.

This articles suggest policymakers to focus less on the international test and more on how states compare to each other when trying to improve schools. This article also shows how it's not worthwhile to compare school in countries where the conditions are different. 

This research paper reports on testing the hypothesis that music and spatial task performance are causally related. Two complementary studies are presented that replicate and explore previous findings.

The focus of the book is on essential concepts in educational statistics, understanding when to use various statistical tests, and how to interpret results. This book introduces educational students and practitioners to the use of statistics in education and basic concepts in statistics are explained in clear language. 

In this paper, we analyze racial differences in the math section of the general SAT test, using publicly available College Board population data for all of the nearly 1.7 million college-bound seniors in 2015 who took the SAT. The evidence for a stubborn race gap on this test does meanwhile provide a snapshot into the extraordinary magnitude of racial inequality in contemporary American society. Standardized tests are often seen as mechanisms for meritocracy, ensuring fairness in terms of access. But test scores reflect accumulated advantages and disadvantages in each day of life up the one on which the test is taken. Race gaps on the SAT hold up a mirror to racial inequities in society as a whole. Equalizing educational opportunities and human capital acquisition earlier is the only way to ensure fairer outcomes.

This page describes the conflict of interest and what should we do about it.

This third edition of Approaches and Methods in Language Teaching is an extensive revision of the popular and accessible text. Like previous editions, this book surveys the major approaches and methods in language teaching such as Grammar Translation, Audiolingualism, Communicative Language Teaching, and the Natural Approach. 

In a multiple baseline across students design three third grade children were exposed to report-do-report correspondence training. Training involved teaching the children to prompt praise following completing math work in training and classroom setting. The implications of this procedure for promoting setting and time-setting generalization were discussed. 

This review examined the overlap between state-created curriculum evaluation tools and The Hexagon Tool created by the National Implementation Research Network. The author followed systematic procedures while conducting a web search and visiting each state’s department of education website in search of curriculum evaluation tools.

This review will briefly address the nature of conflicts of interest in research, including the importance of both financial and non-financial conflicts, and the potential effectiveness and limits of various strategies for managing such conflicts.

The authors conducted a systematic literature review to explore this low-intensity, teacher-delivered strategy, applying Council for Exceptional Children (CEC) quality indicators and standards to determine whether BSP can be considered an evidence-based practice (EBP).

Most children with autism rely on schools as their primary source of intervention, yet research has suggested that teachers rarely use evidence-based practices. To address the need for improved educational outcomes, a previously tested consultation intervention called the Collaborative Model for Promoting Competence and Success was evaluated in a 2nd randomized controlled trial, with the addition of a web-based group. 

Casting a wide net through history and culture, Sagan examines and authoritatively debunks such celebrated fallacies of the past as witchcraft, faith healing, demons, and UFOs. And yet, disturbingly, in today's so-called information age, pseudoscience is burgeoning with stories of alien abduction, channeling past lives, and communal hallucinations commanding growing attention and respect. 

Decades of research and billions of dollars have been spent to develop and evaluate evidence-based interventions and develop multitiered systems of support (MTSS) toward the goal of more effectively delivering interventions and improving student outcomes. Available evidence, however, suggests interventions are often adopted slowly and delivered with poor fidelity, resulting in uninspiring outcomes for students. 

Both student outcomes and treatment fidelity data are necessary to draw valid conclusions about intervention effectiveness. Reviews of the intervention outcome literature in related fields, and prior reviews of the school psychology literature, suggest that many researchers failed to report treatment fidelity data.

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.

This study validated a measure of expert clinical consultation and examined the association between consultation, therapist adherence, and youth outcomes in community-based settings.

This paper illustrates the application of the Task Force on Evidence-Based Interventions in School Psychology coding criteria using a single-participant research design study.

Curriculum-Based Measurement and Special Services for Children is a concise and convenient guide to CBM that demonstrates why it is a valuable assessment procedure, and how it can be effectively utilized by school professionals.

Curriculum-Based Measurement and Special Services for Children is a concise and convenient guide to CBM that demonstrates why it is a valuable assessment procedure, and how it can be effectively utilized by school professionals.

Developed specifically to overcome problems with traditional standardized instruments--and widely used in both general and special education settings throughout the US--curriculum-based measurement (CBM) comprises brief assessment probes of reading, spelling, written expression, and mathematics that serve both to quantify student performance and to bolster academic achievement.

The purpose of this chapter is to understand the reasons why categorical assessment and identification for students with severe achievement needs is indefensible. Then, to provide a viable alternative to expedite the assessment and decisionmaking process of educators when they are confronted with students with severe achievement needs

This article define what constitutes research to practices study and differentiate the terms research to practice and evidence-based practice. 

The purpose of this study was to determine if a typical third-grade boy and fifth-grade girl and a boy with learning disabilities could benefit from the combined use of Direct Instruction (DI) flashcard and math racetrack procedures in an after-school program. The dependent variable was accuracy and fluency of saying basic multiplication facts.

Recent analyses of American schools and proposals for school reform have missed an essential point: Most current problems could be solved if students learned twice as much in the same time and with the same effort.

This article reviews research on the achievement outcomes of three types of approaches to
improving elementary mathematics: mathematics curricula, computer-assisted instruction
(CAI), and instructional process programs.

This article presents a definition and rationale for evidence-based reform in education, and a discussion of the current state of evidence-based research, focusing on China, the U.S., and the UK. The article suggests ways in which Chinese, U.S., UK, and other scholars might improve the worldwide quality of evidence-based reform in education.

This paper pointed out three prominent points of impact in addressing the poor performance of America’s fourth-graders on national examinations of reading proficiency. 

Comprehensively succinct and advanced in its scope, this widely adopted text addresses the full-range of curriculum and instructional topics involved in educating individuals with moderate, severe, and multiple disabilities.

In this book the author describes six teaching myths that prevent reform in education. 

The 2010 edition of the Digest of Education Statistics is the 46th in a series of publications initiated in 1962. The Digest includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES).

Observational measurement of treatment adherence has long been considered the gold standard. However, little is known about either the generalizability of the scores from extant observational instruments or the sampling needed. Results suggested that reliable cognitive–behavioral therapy adherence studies require at least 10 sessions per patient, assuming 12 patients per therapists and two coders—a challenging threshold even in well-funded research. Implications, including the importance of evaluating alternatives to observational measurement, are discussed.

This paper examines a range of education failures: common mistakes in how new practices are selected, implemented, and monitored. The goal is not a comprehensive listing of all education failures but rather to provide education stakeholders with an understanding of the importance of vigilance when implementing new practices.

The debate about the safety of calcium-channel antagonists provided an opportunity to study financial conflicts of interest in medicine. This project was designed to examine the relation between authors' published positions on the safety of calcium-channel antagonists and their financial interactions with the pharmaceutical industry.

A soon to be published meta-analysis of Direct Instruction (DI) curricula that reviews research on DI curricula between 1966-2016 reports that DI curricula produced moderate to large effect sizes across the curriculum areas reading, math, language, and spelling.  The review is notable because it reviews a much larger body of DI research than has occurred in the past and covers a wide range of experimental designs (from single subject to randomized trials).  328 studies were reviewed and almost 4,000 effects were considered.  Given the variability in research designs and the breadth of the effects considered, it suggests that DI curricula produce robust results.  There was very little decline during maintenance phases of the study and greater exposure to the curricula resulted in greater effects.

The purpose of this chapter is to present a combined research- and practice-based framework for integrating a comprehensive MTSS model with EBP, and thus, optimize the results stemming from school improvement efforts.

This volume provides a comprehensive summary of developments in theories and techniques within the areas of sampling, measurement, and statistical methods for analyzing behavioral data. By unifying new theories, techniques, methodologies, terminology, and language in behavioral observation research, the authors provide a comprehensive source for students and researchers.

Increasingly, school services are being guided by a problem solving approach and are evaluated by the achievement of positive outcomes. This shift is explored here in 96 chapters and 11 appendices. The volume provides a comprehensive reference relating contemporary research and thought to quality professional services

The present article proposes some quality indicators for evaluating correlational research in efforts to inform evidence-based practice.

This chapter presents the conceptual and operational underpinnings of a problem-solving special education system designed to improve educational results for students with disabilities. 

This chapter chronicles some of the major steps school psychology has taken toward adopting science as the basis of practice. Each step has yielded benefits for students as well as practice challenges to be overcome.

"The Mirage" describes the widely held perception among education leaders that they already know how to help teachers improve, and that they could achieve their goal of great teaching in far more classrooms if they just applied what they knew more widely.

This paper describes the problem of publication bias with reference to its history in a number of fields, with special reference to the area of educational research.

Using the data from the Program for the International Assessment of Adult Competencies (PIAAC), this Data Point summarizes the number of U.S. adults with low levels of English literacy and describes how they differ by nativity status¹ and race/ethnicity.

The National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what America's students know and can do in various subject areas.

This website contains information regarding the Committee process, including the regulations, laws, policies, and guidelines that govern disclosures and conflict of interest.

The purpose of the conference was to engage a group of citizens in a thoughtful, meaningful dialogue about issues of prevention, identification, recognition, and referral of children with mental health needs to appropriate, evidence-based treatments or services. 

The Innovation Journey presents the results of a major longitudinal study that examined the process of innovation from concept to implementation of new technologies, products, processes, and administrative arrangements.

This article describes the emergence and influence of evidence-based practice and data-based decision making in educational systems. This article describes the ways in which evidence-based practice (EBP) and  response to intervention (RtI) can be used to improve efficacy, efficiency, and equity of educational services. 

University of Oregon considerable speculation as to why this is the case–most of which fails
to take into account key features of the school culture, setting, and process as explanatory
factors. 

The study examines the defining features of school improvement programs. Twelve research-based programs that have been implemented for 5 or more years in at least 50 schools or for 3,000 students were analyzed. All have achieved national visibility.

The Child Task Force report represents an important initial step in this direction. Here they offer both praise and critique, suggesting a number of ways the task force process and product may be improved. 

This What Works Clearinghouse Procedures Handbook, Version 4.1, provides a detailed description of the procedures used by the WWC in the systematic review process. 

This slide show presents what is EBE and what are EBE goals in education. 

 Due to the increased need to support teachers' use of evidence-based practices in multi-tiered systems of support such as RTI [Response to Intervention] and PBIS [Positive Behavior Interventions and Support], coaching can extend and strengthen professional development. This paper describes a multi-level approach to coaching and provides implications for practice and research.

Peer-mediated instruction and intervention (PMII) is a systematic, evidence-based method for addressing the social-communication needs of children with autism spectrum disorder (ASD). Despite existing research on this practice, gaps remain in the implementation of PMII. The purpose of this empirical review was to examine recent applications of this evidence-based practice and systematically assess the quality of the analytic approaches implemented.

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

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.

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.

The Center for Research and Reform in Education at Johns Hopkins University has announced a February release for a website that reviews every math and reading program for grades K to 12 to determine which meet the strong, moderate, or promising levels of evidence defined in the Every Student Succeeds Act (ESSA). This web site is designed to provide education decision-makers at the state, district and school levels, teachers, parents, and the public with the information to ascertain which programs meet the ESSA evidence standards.