Student

The present article discusses a theory of tolerance and seeks to identify the critical problems associated with the position taken in the NAS report and subsequent reform initiatives. Specifically, it is argued that brute force attempts to absorb, current special education functions into regular classrooms will necessarily fail. 

The purpose of this paper is to describe methodological issues related to the independent variable in early intervention research. Three standards related to the independent variable are proposed:

The United States Supreme Court's recent inaugural decision involving the scope of the Education for All Handicapped Children Act of 1975, 1 Board of Education v. Rowley, 2 wherein the Court ruled that the Westchester County public school district is not required to provide a deaf student with a sign language interpreter in the classroom, represents an extraordinary example of judicial usurpation of the legislative function.

This book brings together 70 top researchers and scholars in the field to address the major foundational, assessment, characteristics, intervention, and methodological issues facing the field of emotional and behavioral disorders (EBD) of children and adolescents

Three formative assessment techniques for the math classroom are discussed: observation and questioning, diagnostic interviews and problem-solving-based investigations.

This study examined the treatment utility of brief experimental analysis for selecting skill-based oral reading interventions that targeted acquisition and fluency. 

This study was guided by a reduced version of the Self-System Process Model developed by Connell. This paper report the optimal and risk thresholds for the Student Performance and Commitment Index (SPCI) and engagement, and then data on how much engagement matters for later success in school are presented. 

Two retarded boys exhibited abnormally low rates of smiling. In Exp. I, the frequency of a boy's smiling was first increased with candy reinforcement, but the frequency of the response did not decrease when candy reinforcement was terminated.

This study examines this question by evaluating the effects of teacher turnover on student achievement under IMPACT, the unique performance-assessment and incentive system in the District of Columbia Public Schools (DCPS).

Grades are ubiquitous in public schools as a measure of student achievement; however, the author in this paper raises questions about the validy of grades as a measure of student achievement.

The main objective of the present review was to update the feedback literature review conducted by Balcazar, Hopkins, and Suarez in 1985. The current review identified 68 applications of feedback from 43 studies in applied organizational settings.

Functional behavior assessment is becoming a commonly used practice in school settings. Accompanying this growth has been an increase in research on functional behavior assessment. We reviewed the extant literature on documenting indirect and direct methods of functional behavior assessment in school settings.

This article discuss about study that measures the effect of offering healthier public school lunches on end of year academic test scores for public school students in California. This study focus on school-specific differences in lunch quality over-time. The study shows increasing the nutritional quality of school meals appears to be promising, cost-effective way to improve student learning. 

Examined the effect of social skills intervention on the frequency of positive peer interaction (PI) in 4 moderately hearing-impaired preschool children (aged 5.5 yrs to 5.10 yrs).

This book was designed as an assessment of standardized testing and its alternatives at the secondary school level.

This article presents the results of longitudinal retrospective analyses on suspensions, achievement, and long-term enrollment status of students in a large, urban school district. Findings indicated that suspended students had substantially lower presuspension achievement than did students in the comparison group, gained considerably less academically throughout 3 years with suspensions, and had high drop-out rates.

This article reviews the decision rules for curriculum based reading scores. It concluded the rules were most often based on expert opinion.

This paper describe a comprehensive model for the application of behavior analysis in the school. The model includes descriptive assessment, functional analysis, functional behavioral assessment, schools, in-home, problematic behavior. 

A program of research related to school-based models for urban children's mental health is described, with a particular focus on improving access to services, promoting children's functioning, and providing for program sustainability.

The authors describe three forms of functional assessment used in applied behavior analysis and explain three potential reasons why OBM has not yet adopted the use of such techniques.

In 1980, a national conference (Ysseldyke & Weinberg, 1981) acknowledged a growing crisis of morale and mission in the discipline of school psychology. As part of that conference, Baer and Bushell (1981) described the accomplishments of behavior-analytic approaches to public education. 

This book is a practical text that provides the beginning researcher with a clear description of how behavior analysts conduct applied research and submit it for publication. In a sequence of ten logical steps, the text covers the elements of single-case research design and the practices involved in organizing, implementing, and evaluating research studies.

This study identified four predictative indicators of student performance in 6th grade predicts 60% of the students who will not graduate from high school.

The authors describe minimal requirements for functional intervention-based assessment and suggest strategies for using these methods to analyze developmental delays and make special service eligibility decisions for preschool children (intervention-based multifactored evaluation or IBMFE). 

Describes the ways in which accountability methods were built into practicum experiences for specialist- and doctoral-level school psychology trainees at the University of Cincinnati. 

This article evaluates a procedure‐based scoring system for a performance assessment (an observed paper towels investigation) and a notebook surrogate completed by fifth‐grade students varying in hands‐on science experience. 

Just as an athlete needs effective practice to be able to compete at high levels of performance, students benefit from formative practice and feedback to master skills and content in a course. At the most complex and challenging end of the spectrum of summative assessment techniques, the portfolio involves a collection of artifacts of student learning organized around a particular learning outcome.

The purpose of this study was to examine the effects of a sequence of three single-digit (1 digit 3 1 digit) multiplication problems on the latency to initiate multiple-digit (3 digit 3 3 digit) multiplication problems for 2 students in an alternative education school

This paper outline the rationale, critical dimensions, and techniques for using peer micronorms and discuss technical adequacy considerations.

This paper is a research review which explores factors that can be controlled or influenced by teachers and that are known to affect student behavior, attitudes, and achievement. Pre-instructional factors include decisions about content, time allocation, pacing, grouping, and activity structures. 

Criticisms leveled at the American education system are examined in this paper, which asserts that misinformation about Japanese education should not be used as a basis for educational reform in the United States.

Assessing literature that uses either experimental (lottery) or student-level growth-based methods, this analysis infers the causal impact of attending a charter school on student performance.

This article reports on a 4-year longitudinal study of the effects of Literacy Collaborative (LC), a schoolwide reform model that relies primarily on the oneon-one coaching of teachers as a lever for improving student literacy learning.

This article traces the development of concepts, procedures, and findings associated with fluency and discusses their implications for instructional design and practice. It invites further controlled research and experimental analyses of phenomena that may be significant in the future evolution of educational technology and in the analysis of complex behavior.

This paper describes the role end of course exams can play in the standards based reform movement.

The generality of the mathematical principles of reinforcement (MPR) was tested with humans.

Research and experience tell us very forcefully about the importance of assessment in higher education. It shapes the experience of students and influences their behaviour more than the teaching they receive. The influence of assessment means that ‘there is more leverage to improve teaching through changing assessment than there is in changing anything else’.

This NCES study explores public schools' demographic composition, in particular, the proportion of Black students enrolled in schools (also referred to "Black student density" in schools) and its relation to the Black-White achievement gap. This study, the first of it's kind, used the 2011 NAEP grade 8 mathematics assessment data. Among the results highlighted in the report, the study indicates that the achievement gap between Black and White students remains whether schools fall in the highest density category or the lowest density category.

This research aim to find a strong connection between standards-based reform and student outcomes by studied the most recent NAEP data. Their findings believe that states should remain dedicated to standards-based reform. The Common Core is the most recent major policy initiative to advance the broader standards-based reform approach and states should continue their commitment to the Common Core’s full implementation and aligned assessments.

The goal of this paper is to estimate the extent to which there is differential attrition based on teachers' value-added to student achievement.

This paper examines New York City elementary school teachers’ decisions to stay in the same school, transfer to another school in the district, transfer to another district, or leave teaching in New York state during the first five years of their careers.

By estimating the effect of teacher attributes using a value-added model, the analyses in this paper predict that observable qualifications of teachers resulted in average improved achievement for students in the poorest decile of schools of .03 standard deviations.

In this study, the note-taking skills of middle school students with LD were compared to peers with average and high achievement. The results indicate differences in the number and type of notes recorded between students with LD and their peers and differences in test performance of lecture content.

The primary purpose of this study was to examine the effect of peer feedback on the quality of student writing and the amount and kind of revision behavior. Peer feedback seemed to help students write initially superior rough drafts but was not consistently linked to improvement of content between rough and final drafts. Successful surface structure editing occurred with or without peer feedback.

This 2019 study attempts to increase our knowledge base by examining the power of different forms of feedback as a means to increase the impact of teacher delivered feedback. The paper aims to investigate student perceptions of feedback through designing a student feedback perception questionnaire (SFPQ) based on a conceptual model of feedback.

This book offers principles and strategies to use in motivating students to learn.

Conducted classroom observations and functional assessments for 3 male elementary school students (aged 6–9 yrs old) referred for disruptive behavior. A descriptive assessment was first conducted to select 1 of 3 hypotheses regarding potential variables maintaining the disruptive behavior: teacher attention, peer attention, or escape from academic tasks. 

Employing a conceptual framework of generalization strategies proposed by Stokes and Osnes (1986), the authors selectively reviewed the research literature concerning interventions to improve young children's social behavior and strategies for promoting generalization and maintenance of young children's social responding. Three basic strategies are discussed. 

Education Week is learning as it surveys educators across the country about the impact school closures have had on their morale, student engagement, technology skills, and many other factors.

The effects of long and short durations of positive practice overcorrection were studied, for the reduction of off-task behavior after an instruction to perform an object-placement task. 

Two issues relevant to competency-based teacher training were investigated--the specification of acceptable implementation levels for validated techniques and the necessity and feasibility of providing training on those techniques

This paper advances the discussion of the achievements differences between the higher and lower social-class groups were increasing, particularly between children in the highest income group and everyone else issue by analyzing trends in the influence of race/ethnicity, social class, and gender on students’ academic performance in the United States. This paper also explores the ways in which English language ability relates to Hispanics’ and Asian Americans’ academic performance over time (Nores and Barnett 2014). 

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.

This child-effects concept was explored empirically in a study involving 12 adults who were asked to teach four pairs of children in which one member of the pair exhibited problem behavior and the other typically did not.

Using the most recent nationally representative data from the National Center for Education Statistics' Schools and Staffing Surveys, the authors detail which teachers are leaving, why, and which students are most impacted.

This study developed a multi-metod approach to identifying students in middle school that would have academic difficulty in high school.

This paper summarizes the results of a retrospective review of generalization in the context of social skills research with preschool children.

This report provides a first look at students' persistence, retention, and attainment over 6 years, showing the rates at which students had completed postsecondary credentials, the rates at which they had persisted through or left postsecondary education without earning any credential as of spring 2017, and the rates at which they remained in the first institution in which they were enrolled. Postsecondary graduation rates in public institutions have stayed virtually the same for seven years, with 57% of students graduating in 2011 and 59% in 2017.  Private non-profit institutions remained at 65-66% graduation for the first six years, increasing by 8 percentage points in 2017.  Private for-profit institutions fared the worst, decreasing consistently from 42% in 2011 to 14% in 2017.  

With Congress moving rapidly to revise the No Child Left Behind Act (NCLB), no issue has proven more contentious than whether the federal government should continue to require that states test all students in math and reading annually in grades three through eight.

This paper reviews the use of exit exams across the states and identifies challenges in implementation of these exams and what we know about the effects of them.

There are clear parallels between instructional problems and social problems in both the way the respective behaviors are established and in the design of possible remedies. These parallels are identified and a basic instructional plan is presented for remedying social problems.

Two studies were conducted with children who displayed behavior problems to evaluate the effects of task preference, task demands, and adult attention on child behavior.

We study the effectiveness of teachers certified by the National Board for Professional Teaching Standards (NBPTS) in Washington State, which has one of the largest populations of National Board-Certified Teachers (NBCTs) in the nation. Certification effects vary by subject, grade level, and certification type, with greater effects for middle school math certificates. We find mixed evidence that teachers who pass the assessment are more effective than those who fail, but that the underlying NBPTS assessment score predicts student achievement.

We know that students should participate constructively in the classroom. In fact, most of us probably agree that a significant portion of a student’s grade should come from his or her participation. However, like many teachers, you may find it difficult to explain to students how you assess their participation.

The present study used the instructional hierarchy to compare the effects of three instructional interventions (listening passage preview, subject passage preview, and taped words) on subjects' oral reading performance on word lists and passages.

Examines the Instructional Hierarchy, a conceptual framework for refining the notion of academic responding according to a learning hierarchy and describing treatment components (e.g., modeling, drill, reinforcement, etc.) that correspond to different stages of the learning hierarchy. 

Brief experimental analyses of oral reading fluency were conducted with 4 participants who had been referred by teachers and parents for reading problems. The procedures involved the sequential application of reading interventions to improve students’ oral reading fluency.

Brief experimental analyses of academic performance are emerging as a new tool educators can use to link assessment to intervention. This approach involves testing treatments directly using single-case experimental design elements to select intervention strategies for oral reading fluency problems. The purpose of this investigation was to refine the methods reported in previous studies.

The purpose of this article is to describe a simple conceptual framework for academic intervention that extends functional analysis procedures to basic academic skills.

Reading interventions were applied in a brief multielement format to examine their effectiveness at improving the oral reading fluency of three students referred for reading problems. 

The Framework for Teaching identifies those aspects of a teacher's responsibilities that have
been documented through empirical studies and theoretical research as promoting
improved student learning.

Economic and demographic changes in the United States signal a new mission for education. This paper argues that this changed mission requires a new paradigm for school reform policy, one that shifts from designing controls intended to direct the system to developing capacity that enables schools to meet students' needs. 

Teacher professional learning is of increasing interest as one way to support the increasingly complex skills students need to learn in preparation for further education and work in the 21st century. Sophisticated forms of teaching are needed to develop student competencies such as deep mastery of challenging content, critical thinking, complex problem-solving, effective communication and collaboration, and self-direction. In turn, effective professional development (PD) is needed to help teachers learn and refine the pedagogies required to teach these skills.

In the current study, constant time delay (CTD) was embedded in classroom activities and routines to teach counting to young children. In addition, nontarget information (the color of the object) was included in the task direction. A multiple-probe design across numbers replicated across children was used. 

This Digest examines some of the ways that truancy affects both individuals and society. It identifies factors that may place students at greater risk of becoming truant and lists some consequences of nonattendance, including delayed promotion and graduation, lowered self-esteem, and lessened employment potential.

Tustin (1994) recently observed that an individual’s preference for one of two concurrently available reinforcers under low schedule requirements switched to the other reinforcer when the schedule requirements were high. This paper extended this line of research by examining preference for similar and dissimilar reinforcers. 

This study describe the schools, students, and programs in the for-profit higher education sector, it's phenomenal recent growth, and it's relationship to the federal and state governments. The study find that for-profit institutions educate a larger fraction of minority, disadvantaged, and older students, and they have greater success at reatining students in their first year and fetting them to complete short programs at the certificate and AA levels. But they also find that the for-profit students end-up with higher unemployment and "idleness" rates and lower earning six years after entering programs than do comparable students from other schools. and they have far greater student debt burdens and default rates on their student loans.

The monograph presents 15 papers on the provision of special education services within the regular classroom.

Three concurrent validity studies were conducted on the relationship between performances on formative measures of spelling and performances on standardized spelling achievement measures using learning disabled (LD) and non-LD elementary students.

The author makes the argument that curriculum based measurement meets the psychometric requirements of being reliaable and valid as well as providing useful information to teachers.

Curriculum-based measurement is a type of formative assessment.  It is used to screen for students who are not progressing and to identify how well students are responding to interventions.

This article reviews the advantages of curriculum-based measurement as part of a data-based problem solving model.

Three concurrent validity studies were conducted to determine the relationship between performances on formative measures of reading and standardized achievement measures of reading.

Race to the Top will reward States that have demonstrated success in raising student achievement and have the best plans to accelerate their reforms in the future. These States will offer models for others to follow and will spread the best reform ideas across their States, and across the country.

The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies.

Our schools are troubled with a multiplication of studies, each in turn having its own multiplication of materials and principles. Our teachers find their tasks made heavier in that they have come to deal with pupils individually and not merely in mass. Unless these steps in advance are to end in distraction, some clew of unity, some principle that makes for simplification, must be found.

a mini-series from School Psychology Review about Academic Enablers to Improve Student Performance: Considerations for Research and Practice. 

Demonstrates the use of functional assessment procedures to identify the appropriate use of the Picture Exchange Communication system as part of a behavior support plan to resolve serious problems exhibited by a 3 yr old boy with autism and pervasive developmental disorder. 

This article presents the legal requirements of the IDEA amendments regarding ISPs, FBAs, and BIPs for special education students with problem behavior, (b) describe the initial policy letters, and (c) discuss the implications of the law for school psychologists and other members of IEP teams. 

We compared active student response (ASR) error correction and no-response (NR) error correction while teaching science terms to 5 elementary students. When a student erred on ASR terms, the teacher modeled the definition and the student repeated it. When a student erred on NR terms, the teacher modeled the definition while the student looked at the vocabulary card. ASR error correction was superior on each of the study's seven dependent variables.

This study evaluated the effect feedback to student peer tutors had on the level of treatment integrity in implementing a peer tutoring program.

Two analyses investigated the effects of choice making on the responding of elementary school students with emotional and behavioral challenges. 

This is a book about single-subject experiments. The goal is to detail the underlying rationale and logic of single-case designs and to present major design options. 

Featuring step-by-step guidance, examples, and forms, this guide to functional assessment procedures provides a first step toward designing positive and educative programs to eliminate serious behavior problems.

Presents 4 case studies demonstrating an innovative approach for studying and promoting treatment integrity in a manner acceptable to consultees and related to treatment success.

This study evaluated the reliability and validity of DIBELS-M as a meaure to predict students at risk for reading failure.

Examines the fundamental characteristics of and reviews empirical research on performance assessment of diverse groups of students, including those with mild disabilities. Discussion of the technical qualities of performance assessment and barriers to its advancement leads to the conclusion that performance assessment should play a supplementary role in the evaluation of students with significant learning problems

Research on classroom management is reviewed, with an emphasis on lines of inquiry originating in educational psychology with implications for teacher education. 

This article provides a wide range of information for 100 articles published from January 1980 through July 1999 that describe the functional assessment (FA) of behavior in school settings.

This article describes using formative assessemnt as a foundational tool in a data-based problem solving approach to solving social behavior problems.

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.

This systematic review synthesizes the findings from 30 studies thatcompared the performance of students at schools using single‐trackyear‐round calendars to the performance of students at schools usinga traditional calendar.

The Education Policy Institute and Ambition Institute were commissioned by the Wellcome Trust to examine the costs and benefits of a policy entitling all teachers to thirty-five hours of high-quality professional development every year. This rapid review provides evidence to help model these costs and benefits.

This report reviews the technical adequacy of measures of math performance for the purposes of identifying at risk learners.

The four applied single-subject research designs presented provide an overview of the most common types of single-subject research designs that can be used by a school counselor. 

A peer-monitoring procedure and a self-monitoring procedure were developed to decrease disruption and non participation during the transition activities of a special kindergarten class.

Research that claims to focus on students with disabilities in online learning environments should be designed and carried out with particular attention to educational and social outcomes. The Center on Online Learning and Students with Disabilities (COLSD) conducts research in alignment with these goals.

The purpose of this study was to implement and validate a process for readying students to transition successfully from special education resource rooms to regular classrooms for math instruction. 

This paper reports the results of a study that investigated the reading differences between students who were low achieving, both with and without the label of learning disabilities (LD).

This assessment of the reliability and validity of skills analysis programs within curriculum-based measurement (CBM), with various groups of handicapped and nonhandicapped youngsters, indicated that the skills analysis programs in spelling and math provided consistent information that related well to the primary graphed CBM scores.

This digest summarizes principles of performance assessment, which connects classroom assessment to learning. Specific ways that assessment can enhance instruction are outlined, as are criteria that assessments should meet in order to inform instructional decisions. Performance assessment is compared to behavioral assessment, mastery learning, and curriculum-based management.

This article compares and contrasts mastery level measures (grades) with curriculum-based measurement (global outcome measure).

In this meta-analysis of studies that utilize formative assessment the authors report an effective size of .7.

Curriculum-based measurement is recommended as an assessment method to identify students that require special education services.

Discusses treatment validity as a unifying concept for reconceptualizing the identification of learning disabilities. The authors present a rationale for this alternative framework, use one well-developed classroom assessment method to illustrate the technical requirements of this alternative eligibility process, and discuss the feasibility issues this approach presents.

The purpose of this article is to describe and critique three classroom-based assessment models for monitoring student progress toward becoming competent readers.

In conjunction with a curriculum-based measurement (CBM) computer program, software was designed to identify 27 phonetic patterns within correctly spelled words and 27 spelling error types within misspelled words. Two applications of this software were examined. 

The effects of aggregation on the reliability of curriculum-based measuresof academic performance were explored in two studies. 

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

A study was conducted to explore the reliability and validity of three prominent procedures used in informal reading inventories (IRIs)

This study assessed the effects of alternative goal structures within curriculum-based measurement (CBM) in the area of math. 

This study investigated the importance of instrumental use of curriculum-based measurement (CBM) to planning effective reading programs.

The purpose of this study was to compare two types of teacher feedback, using an ongoing measurement system that involved students’ performance on a reading recall task.

This article describes a research program conducted over the past 8 years to address how technology can be used to surmount these implementation difficulties. The research program focused on one variety of objective, ongoing assessments known as curriculum-based measurement, in the areas of reading, spelling, and math.

This article reviews an inductive assessment model for building instructional programs that satisfy the requirement that satisfy the requirement that special education be planned to address an individual student's need. 

This study examines the effect of formative assessment on teachers’ instructional planning.

30 special education teachers were assigned randomly to 3 groups: curriculum-based measurement (CBM) with expert system advice (CBM-ES), CBM with no expert system advice (CBM-NES), and control (i.e., no CBM). 

This study assessed the effects of expert system instructional consultation within curriculum-based measurement (CBM). 

The purpose of this study was to examine the effects of using computer software to store, graph, and analyze student performance data on teacher efficiency and satisfaction with curriculum-based progress-monitoring procedures.

Examined the role of skills analysis (SA) in curriculum-based measurement (CBM) for the purpose of developing more effective instructional (mathematics) programs. 30 special education teachers implemented 1 of 3 treatments for 15 wks with a total of 91 mildly and moderately handicapped pupils. 

This study examined the effectiveness of innovative curriculum-based measurement (CBM) classwide decision-making structures within general education mathematics instruction, with and without recommendations for how to incorporate CBM feedback into instructional planning.

The purpose of this classroom-based experiment was to explore methods for helping students generate conceptual mathematical explanations during peer-mediated learning activities. 

The purpose of this study was to investigate technical features of a curriculum-based measurement (CBM) system that addresses a concepts and applications mathematics curriculum (i.e., number concepts, counting, applied computation, geometry, measurement, charts, graphs, money, and problem solving).

The purpose of this study was to examine students' weekly rates of academic growth, or slopes of achievement, when Curriculum-Based Measurement (CBM) is conducted repeatedly over 1 year.

The purpose of this study was to examine effects of classroom-basedperformance-assessment (PA)-driven instruction.

The purposes of this study were to examine how well 3 measures, representing 3 points on a traditional-alternative mathematics assessment continuum, interrelated and discriminated students achieving above, at, and below grade level and to explore effects of cooperative testing for the most innovative measure (performance assessment).

The purpose of this study was to examine the effects of workgroup size and structure during collaborative work on complex tasks. 

The authors assessed the contribution of self-regulated learning strategies (SRL), when
combined with problem-solving transfer instruction (LS Fuchs et al., 2003), on 3rd-graders'
mathematical problem solving. SRL incorporated goal setting and self-evaluation.

This study assessed the efficiency of and teacher satisfaction with curriculum-based measurement (CBM) when student performance data are collected by teachers or by computers. 

The purpose of this study was to assess the effects of (a) ongoing, systematic assessment of student growth (i.e., curriculum-based measurement) and (b) expert system instructional consultation on teacher planning and student achievement in the area of mathematics operations.

High-school grades are often viewed as an unreliable criterion for college admissions, owing to differences in grading standards across high schools, while standardized tests are seen as methodologically rigorous, providing a more uniform and valid yardstick for assessing student ability and achievement. The present study challenges that conventional view. The study finds that high-school grade point average (HSGPA) is consistently the best predictor not only of freshman grades in college, the outcome indicator most often employed in predictive-validity studies, but of four-year college outcomes as well.

A model of special education is presented in this article based on the use of a direct and repeated measurement and evaluation system for developing effective educational programs. 

This paper reviews several measures that serve as early identification measures for students at risk for math difficulties.

Four second-grade boys, 2 rated by their classroom teacher as below average and 2 as above average in basic language skills, participated in a 16-week spelling investigation. 

Dynamic Indicators of Basic Early Literacy Skills is a measure of reading skills.  This paper reviews the psychometric properties of the various measures included in DIBELS.

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.

Examined the forecasting accuracy of 2 slope estimation procedures (ordinary-least-squares regression and split-middle trend lines) for reading curriculum-based measurement (CBM), a behavioral approach to the assessment of academic skills that emphasizes the direct measurement of academic behaviors.

This paper reviews the use of DIBELS and curriculum-based measurement as methods for the early identification of students at risk for reading difficulties.

The authors contrast the functions of high stakes testing with prevention-based assessment.  The authors also show the value of using formative assesment to estimate performance on high stakes tests.

The purpose of this study was to investigate the impact that a self-contained Least Restrictive Environment (LRE) with a reduced adult to student ratio would have on the frequency of SED students’ on-task behavior and overall lesson engagement throughout the school day. 

This article examines the current "third wave" school restructuring movement and its attempt to reform U.S. schools based on the perceived needs of the information age. 

In this review, the authors identify and describe 34 universal and targeted interventions that have demonstrated positive outcomes under rigorous evaluation. 

This study examines whether the results of standardized tests are distorted when rewards and sanctions are attached to them.

Examines evidence supporting performance-based instructional models. Performance-based instructional models posit change in students' classroom behavior and academic achievement to be a function of changes in instruction. 

Curriculum based measures were used to to evaluate student progress across multiple years following the introduction of selected evidence-based practices.

Resistance to intervention is a function of a number of factors including the severity, chronicity, generalization, and tolerance of the behavior, as well as the strength, acceptability, and effectiveness of interventions. These factors are discussed, and implications for referral, assessment, intervention, and classification are presented. 

Three group-oriented contingency systems (interdependent, dependent, and independent) were compared in a modified reversal design to evaluate each system's effectiveness in controlling the disruptive behavior of a self-contained classroom of educable mentally retarded children.

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. 

Individualized assessments of the effects of three doses of methylphenidate (MPH) were conducted for 2 students with attention deficit hyperactivity disorder within each child’s classroom using behavioral, academic, and social measures.

In this paper research is identified that supports the use of specific classroom management strategies in classrooms for children with emotional and behavioral disorders (EBD). Information is presented that indicates that these strategies may not be implemented or may not be effectively implemented by the teachers of students with EBD.

This paper examined the extent to which alternative stimuli that have been identified through a choice assessment would substitute for attention (the functional analysis–based reinforcer) in a noncontingent reinforcement procedure. 

This report is the first chapter of the 2018 Brown Center Report on American Education. This section explore trends in math, reading, and civics performance from the late 1990s through the most recent year in which results are available (2017 in math and reading, 2014 in civics). It show trends in nationwide performance and in test score gaps by race (white-black), ethnicity (white-Hispanic), and family income (based on eligibility for free or reduced-price lunch [FRL]). In doing so, this report examine test score trajectories from the beginning to the end of the No Child Left Behind era (NCLB). The 2017 results, in particular, reflect a boundary in the timeline of education policy, demarcating the end of NCLB and the beginning of the Every Student Succeeds Act (ESSA).

The Coleman Report was mandated by the Civil Rights Act of 1964. The act gave the US Office of Education two years to produce a report that was expected to describe the inequality of educational opportunities in elementary and secondary education across the United States.

This paper provides direct evidence about the impacts of school job matching on productivity and student achievement.

This new research addresses a number of critical questions:  Are a teacher’s cognitive skills a good predictor of teacher quality? This study examines the student achievement of 36 developed countries in the context of teacher cognitive skills. This study finds substantial differences in teacher cognitive skills across countries that are strongly related to student performance.

Seven parents conducted assessments in an outpatient clinic using a prescribed hierarchy of antecedent and consequence treatment components for their children's problem behavior. Brief assessment of potential treatment components was conducted to identify variables that controlled the children's appropriate behavior.

This article addresses whether or not the assumptions upon which IDEA is based remain valid as we approach the 21st century. We critique these assumptions within the context of four requirements of IDEA

The authors study the effects of various types of education and training on the ability of teachers to promote student achievement.

Large‐scale research programmes in primary schools have frequently identified a mismatch between classroom seating arrangements and the nature of pupils’ tasks. While children are typically seated in groups, their assigned tasks are generally individual. 

The report considers the appropriate uses and misuses of high stakes tests in making decisions for students.  The fundamental question is whether test scores lead to consequences that are educationally beneficial.

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.

In 2017, the percentages of eighth-grade students who performed at or above the Proficient level were higher for several student groups in comparison to 2015. For example, the percentages of Black and Hispanic eighth-grade students who performed at or above the Proficient level on the reading assessment were higher in 2017 compared to 2015. The percentages of students who performed at or above Proficient were also higher for male and female students, students attending public schools, as well as for eighth-graders attending schools in suburban locations. Compared to 2015, there were no significant changes in the percentages of students performing at or above the Basic level for any reported student group.

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

In this issue of JPBI, the forum is dedicated to comments from administrators, teachers, parents, students, and specialists who are participating in efforts to establish school-wide behavior support. 

Keep students engaged and actively learning with focused, relevant discussion. Second only to lecture as the most widely used instructional strategy, there's no better method than classroom discussion to actively engage students with course material. Most faculty are not aware that there is an extensive body of research on the topic from which instructors can learn to facilitate exceptional classroom discussion.

In the last 20 years, international surveys assessing learning in reading, mathematics and science have been headline news because they put countries in rank order according to performance. The three most well known surveys are TIMSS, PISA and PIRLS. The survey offer information about international performances for the use of others in order to drive up education standards everywhere. They also emphasise that their aim is to facilitate dissemination of ideas on which features of education systems lead to the best performances.

In this chapter, we will review several treatment models and their limitations, which are best understood following a brief discussion of the learned (functional) characteristics of behavior disorders.

This study evaluated the effects of high stakes testing on the achievement levels of students in Chicago Public Schools.  The data suggests that even though scores went up on the high stakes tests scores on “low stakes” achievement tests did not improve.  This suggests increases in scores was a function increases in test-specific skills rather than a general improvement in student learning.  These findings give credence to the “teaching to the test” criticisms.

This article show evidence of ACT scores drop on 2016. ACT officials attribute the drop to the increasing percentage of high school seniors who have taken the test. Generally, when a larger share of students take a test - in some cases encouraged by state requirements more than the students necessarily being college ready - scores go down.

This study sought to determine whether or not student teachers who were trained and required to use a data-based problem-solving approach in their practicum classrooms would obtain higher levels of pupil achievement in reading and mathematics than student teachers who did not receive the training.

This study used Dynamic Inicators of Early Basic Literacy Skills and the Systematic Screening for Behavior Disorders to identify students at risk for reading or behavioral difficulties.  These students were followed through 4th grade to see how well they responded to three different reading instruction. practices.

This study used a random-assignment experiment in Los Angeles Unified School District to evaluate various non-experimental methods for estimating teacher effects on student test scores. Having estimated teacher effects during a pre-experimental period, the authors used these estimates to predict student achievement following random assignment of teachers to classrooms.

The Kansas State Board of Education's Quality Performance Accreditation system is described. Unlike past accreditation methods, which focused on the facilities or institutional characteristics, Quality Performance Accreditation accredits schools based on student performance. 

PISA measures the performance of 15-year-old students in science, reading, and mathematics literacy every 3 years. PISA uses the term "literacy" in each subject area to indicate how well students are able to apply their knowledge and skills to problems in a real-life context.

By focusing on clinical practice and what can be changed, this book offers suggestions for improvement of patient care and advises how clinical work can contribute directly and in new ways to the accumulation of knowledge. 

Now thoroughly updated in its second edition, acclaimed author Alan Kazdin's Single-Case Research Designs provides a notable contrast to the quantitative methodology approach that pervades the biological and social sciences.

The present study examined the effectiveness of two different school-home notes for increasing academic productivity and appropriate classroom behavior in five inattentive children.

This paper reviews measures of student performance that serve as early indicators of student academic difficulty.

This report, produced by the National High School Center at the American Institutes for Research, outlines steps that schools can take to identify at-risk students and provide the necessary support systems and relevant interventions to assist students in obtaining a high school diploma.

The current paper reviews empirical research describing assessment-based antecedent interventions implemented in natural settings. Descriptive information is provided along a number  of dimensions pertaining to participant characteristics, assessment utilized, and intervention attributes

In this article, we describe analyses of assessment-based curricular modifications designed to improve the classroom behavior of elementary school students with emotional and behavioral disorders.

his overview looks at the best available evidence on chronic student absenteeism in the context of the scale, the impact, impact multipliers, and interventions. 

Like we consider our formative years when we draw conclusions about ourselves, a formative assessment is where we begin to draw conclusions about our students' learning. Formative assessment moves can take many forms and generally target skills or content knowledge that is relatively narrow in scope (as opposed to summative assessments, which seek to assess broader sets of knowledge or skills).

The authors examined the effects of task-sequencing variables on the academic performance of an 8-year-old severe stroke victim. Within a multiple baseline design, previously acquired (maintenance) task trials were systematically interspersed at designated points in treatment among new (acquisition) task trials.

The accidental education benefits of Covid-19.

This study evaluated the generalization from high stakes tests to other mesures of achievement.  The results suggest that there is little generalization suggesting that improvement in high stakes test scores are the result of emphasis placed on the tests and time spent in test preparation rather than actual increase in student learning.

The research reported here investigated the effects of Maryland School Performance Assessment Program (MSPAP) by surveying teachers and principals in two of the three grades in which MSPAP is administered. 

Examined the effects of training in behavioral consultation (BEC) on school psychology graduate students and on client outcomes. 169 children (aged 3–11 yrs), 29 teachers/consultees, and 26 consultants participated.

This paper reviews school engagement as a predictor of later academic difficulty.

Coaching with embedded video-analysis is a method for providing teacher consultation services utilizing technology to record teaching sessions, watch and analyze recordings, identify a target area for improvement, and use the information gained to improve practice. As general education teachers’ role in positive behavior interventions and supports (PBIS) grows and more students with severe and challenging behavior are educated in general education classrooms, coaching with video-analysis may be useful to improve implementation fidelity and sustainability of evidence-based classroom management practices.

This article summarizes single-subject-design intervention studies that include students with learning disabilities. The results are supportive of the pervasive influence of cognitive strategy and direct instruction models across treatment domains and of the notion that variations in sample definition moderate treatment outcomes.

This study examines the relationship between two dominant measures of teacher quality, teacher qualification and teacher effectiveness (measured by value-added modeling), in terms of their influence on students’ short-term academic growth and long-term educational success (measured by bachelor’s degree attainment).

Presents a conceptual model of strong school-based interventions. It is suggested that all of these concepts must be practically utilized if strong interventions are to be applied to school problems. Suggestions and implications for school psychology practitioners are discussed.

This chapter will review the issues and effects of externally managed behavioral procedures applied to the reduction of undesirable behavior of regular or mildly handicapped children in school settings. 

The authors attempted to determine the prevalence of the extinction burst in applied research and its possible attenuation with other operant procedures. 

Peer assessment has become a popular education intervention. A review of the literature finds few studies on the impact of Peer Review on student outcomes. This meta-analysis examines the effect sizes found in 58 studies. 

Using a randomized control trial in 11 Chinese primary schools, we studied the effects of pay-for-grades programs on academic cheating. We randomly assigned 82 classrooms into treatment or control conditions, and used a statistical algorithm to determine the occurrence of cheating. 

It is argued that there is a need to rethink the criteria by which the quality of educational assessments are judged and a set of criteria that are sensitive to some of the expectations for performancebased assessments are proposed

This experiment examined effects of road traffic noise and irrelevant speech on children's reading speed, reading comprehension, basic mathematics, and mathematical reasoning.

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. 

This Brown Center Report (BCR) on American Education is the sixth and final edition in the third volume and the 16th issue overall. The series began in 2000. As in the past, the report comprises three studies. Also in keeping with tradition, the first section features recent results from state, national, or international assessments; the second section investigates a thematic topic in education, either by collecting new data or by analyzing existing empirical evidence in a novel way; and the third section looks at one or more education policies.

This book provides effective techniques for pinpointing the causes of challenging behaviors, identifying alternate approached, and adapting instructional routines. 

The evidence in this paper suggest that schools can improve student learning by encouraging teachers and students to set their sights high.

This paper reviews important factors to consider when designing behavioral interventions based on the operant function of the behavior disorder. Considerations for intervention selection for the four major operant functions of behavior disorders (attention, tangibles, escape, and automatic reinforcement) are presented in the context of matching theory. 

In this article, guidelines for evaluating the technical adequacy of that process are described. The guidelines highlight the interdependencies among assessment functions, subsumed by the goal of helping, and the role of structural factors (e.g., collaboration) in shaping the meaningfulness, appropriateness, and usefulness of the assessment-intervention process.

This paper is an examination of the impact of high stakes testing on minority students.  The outcomes suggest that high stakes testing does not have a positive impact on minority students and in some instances there is negative effects from high stakes testing.

This programed text includes a self-test of its contents and demonstrates hoe to specify instructional objectives by behavior observable in a leraner, and how to write objectives, define desired terminal behavior, and state criteria of successful learning. 

This study presents such an approach where the impact of regular and special education on 11 mildly handicapped children is studied by analyzing their slope of improvement on weekly curriculum-based measures (CBM) reading scores.

there exists a serious need to examine alternative testing models for making educational decisions. in this chapter, this need is documented from the perspective that the traditional model has failed education in two major ways, from the technical level and from a social policy level. curriculum-based measurement procedures are proposed to redress some of the issues in these domains

In a series of two studies, the relative sensitivity of traditional standardized achievement tests and alternative curriculum-based measures was assessed. 

Characterizes classroom instruction (CRI) from a behavior analytic perspective. It is argued that effective teaching strategies also serve managerial functions through the development of stimulus control and the management of behavioral choice. 

This paper discusses the benefits of using brief experimental analyses to aid in treatment selection, identifies the forms of treatment that are most appropriate for this type of analysis, and describes key design elements for comparing 2 or more treatments efficiently. 

The authors examined the effects of goal setting and feedback applied to teacher behavior as a means of producing desired changes in students' behavior during consultation. 

This study investigated the relationship between classroom seating arrangements and the
question-asking of fourth-graders. 

Extending adult findings, this study assessed whether moderate multi-talker noise promotes children’s creativity and whether this is modulated by children’s age, working memory, and selective attention.

In this study, we conducted an analysis of the reinforcement and extinction components of DRO while treating the self-injury of 3 women with developmental disabilities.

This paper presents two studies of factors affecting developmental outcomes of young children exposed prenatally to drugs and alcohol.

We examined the effect of a teaching method on skill fluency and on-task endurance of a 9-year-old boy who had been diagnosed with attention deficit hyperactivity disorder.

Suggests that R. Herrnstein's (1970) mathematical statement of the law of effect improves on Skinner's view of reinforcement by asserting (a) that response rate varies hyperbolically with reinforcement rate and (b) that responding is governed not only by reinforcement obtained for responding but also by reinforcement obtained from all other concurrent sources. 

This study examined the extent to which competence in applying behavioral procedures (timeout from positive reinforcement) was sufficient to establish competence in teaching others to apply the same procedures.

The study investigates the correlation and predictive value of curriculum-based measurement (CBM) against the Michigan Educational Assessment Program's (MEAP) fourth grade reading assessment.

this chapter is based on the following premise: that variables operative in the classroom environment, such as the specific behaviors of the teacher and the manner in which the classroom is arranged (e.g., seating arrangement, noise level), influence student behavior and student learning

This paper examines how ambient noise, an important environmental variable, can affect creativity.

Effects of two curricular and materials modifications on the on-task behavior and correct academic responding of three elementary-aged students identified with emotional or behavioral disorders (E/BD) were evaluated in two separate studies. 

Recent research has examined overall trends in the experimental literature relating to students with emotional disturbance (ED). The current review was conducted to examine both the status of and trends in interventions designed to improve the academic functioning of students with ED.

This study evaluated the effect data from end of course exams had on teacher practices in history instruction.  In general, the teachers supported the changes but were reluctant to change their instructional practices.

This article describe about the drop down of SAT score in 2016. 

This report attempts to summarize the most important and interesting trends emerging from TIMSS across the past two decades. The report is organized from macro to micro perspectives. The first chapter provides an overview of student achievement worldwide. The second and third chapters explore curriculum and instruction. The fourth and fifth chapters narrow the focus to two topics of interest among policymakers. 

The purpose of this paper is to review studies that have used instructional variables as nonaversive interventionsfor problem behaviors.

This report examines the educational progress and challenges students face in the United States by race/ethnicity. This report shows that, over time, students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races have completed high school and continued their education in college in increasing numbers. Despite these gains, the rate of progress has varied among these racial/ethnic groups and differences by race/ethnicity persist in terms of increases in attainment and progress on key indicators of educational performance.

How did U.S. students perform on the most recent assessments? Select a jurisdiction and a result to see how students performed on the latest NAEP assessments.

This non-technical brochure provides introductory information on the development, administration, scoring, and reporting of the National Assessment of Educational Progress (NAEP). The brochure also provides information about the online resources available on the NAEP website.

Nationally representative samples of 209,000 fourth-graders and 175,200 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) in mathematics.

Data through 1995 are for institutions of higher education, while later data are for degree-granting institutions. Degree-granting institutions grant associate’s or higher degrees and participate in Title IV federal financial aid programs. The degree-granting classification is very similar to the earlier higher education classification, but it includes more 2-year colleges and excludes a few higher education institutions that did not grant degrees. Some data have been revised from previously published figures.

Totals presented in this indicator include imputations for states for which data were unavailable. See reference tables in the Digest of Education Statistics.

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 paper is designed to help educators understand research findings on promising interventions for students with a history of behavior problems. It reviews programs for preventing such problems from recurring among children and adolescents with chronic antisocial behavior.

This document updates a set of voluntary school leadership standards first developed in 1996, then revised in 2008 and long known by the initials of the creator of the original document, ISLLC. The 2015 document differs from its predecessors by focusing more strongly and clearly on students and student learning. 

The paper examines Campbell’s law-the more any quantitative social indicator is used for social decision making the more likely the measure will corrupt the social processes it is intended to monitor.”  In education, high stakes testing has resulted in widespread cheating, exclusion from low performing students from testing, encouraging students to drop out,  and narrowing the curriculum.

This study evaluated the relationship between increased accountability via high stakes testing and progress on other measures of educational progress.  The results suggests that high stakes testing does not have any positive impact on student achievement.

This synthesis is described under the rubric of functional outcome analysis (FOA) and is organized around an examination of classroom resources. Various methods of assessing intervention costs and benefits, as well as their distribution, are described. 

This study examined three strategies for assessing compliance in students (aged 5 yrs) whose speech and language development were delayed.

This study compared two strategies for increasing accurate responding on a low-preference academic task by interspersing presentations of a preferred academic task.

The usefulness of functional analysis procedures for the assessment and treatment of behaviors associated with Attention Deficit Hyperactivity Disorder has been the subject of a number of recent investigations. This article provides a selected review of recent studies and examines potential implications for practice.

This article describes a school-wide system of early identification and intervention for children placed at risk for school success and discusses how schools might implement the recommendations offered in the literature.

This study evaluated the effects of high stakes test such as end of course exams at the level of a school district.  Across the six states included in the study  the effects were mixed.  In general the more developed the system was the better the effects but this was not always the case.

This is our most widely adopted classroom management book. It provides an overview of what teaching is all about—focusing on the important management skills every teacher needs. The authors stress that these procedures will help prevent problem behaviors, keep students on task, and make the best use of everyone's time and energy.

Student engagement at school and whether students feel hopeful about their future are far better factors to consider when evaluating schools than using standardized test scores, according to the results of the 47th annual PDK/Gallup Poll of the Public’s Attitudes Toward the Public Schools.

In 1986, the senior author called attention to the possibility of transferring behavioral technologies to the larger culture for the benefit of that culture. The present paper is an attempt to supplement that presentation with a set of proposals that were at best implicit and were perhaps missing entirely from the earlier effort.

This article examines variations in patterns in the enactment of a large-scale kindergarten through Grade 12 science inquiry program. Student data reports in the GLOBE program provide a useful measure of implementation because key design elements in the program are student collection and reporting of local environmental data.

Undergraduate statistics students vary widely in performance, and many are passive learners. Worksheets (problem sets) help students to be more active and to learn by doing. Working individually, however, students may require too much time to complete worksheets in class, when the instructor is available to help.

The on-going efforts to improve Student Support Teams (SST) within a large, urban California school district are presented. The major goal of this reform has been to reshape the SSTs to focus on empirically supported interventions and data based decision making rather than student deficit and disability.

With an unprecedented data set, Stanford researchers review more than 200 million test scores to spotlight communities with the nation’s worst academic achievement gaps. The research also revealed that nearly all U.S. school districts with substantial minority populations have large achievement gaps between their white and black and white and Hispanic students.

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 article show the evidence for a race gap on the SAT math score and some big issues at stake including: the value of the SAT itself; the case for broader policies to take into account socioeconomic background in college admissions; the obsession with four-year college degrees; and the danger of college as a “bottleneck” in the American opportunity structure. 

Presents a summary of the research that resulted in the development of organizational behavior management (OBM) as a specialty area as well as its procedural technology. The relationship of OBM to other supervisory and management approaches that are common in the human services is described. 

This study evaulated curriculum-based measures of oral reading as early predicors of overall reading achievement.

An alternating treatments design was used to evaluate the effectiveness of an educational program that combined timings (via chess clocks), peer tutoring (i.e., peer-delivered immediate feedback), positive-practice overcorrection, and performance feedback on mathematics fluency (i.e., speed of accurate responding) in four elementary students with mathematics skills deficits.

This paper disentangles the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection. 

Thinking, particularly reflective thinking or inquiry, is essential to both teachers’ and students’ learning. In the past 10 to 15 years numerous commissions, boards, and foundations as well as states and local school districts have identified reflection/inquiry as a standard toward which all teachers and students must strive.

This study investigated the effectiveness and efficiency of a 4-second time delay instructional package and language of instruction with regard to the percentage correct of English sight words and incidental information by 4 Puerto Rican middle school students with mental retardation.

This research considers relationships between student achievement (knowledge and cognitive skill), teacher efficacy (Gibson & Dembo, 1984), and interactions with assigned coaches (self-report measures) in a sample of 18 grade 7 and 8 history teachers in 36 classes implementing a specific innovation with the help of 6 coaches.

This report is about conceptual and methodological issues that arise when educational researchers use data from large-scale, survey research studies to investigate teacher effects on student achievement. We use data from Prospects to estimate the "overall" size of teacher effects on student achievement and to test some specific hypotheses about why such effects occur.

The present paper discusses three design options potentially useful for the investigation of response maintenance. These include: (a) the sequential-withdrawal, (b) the partial-withdrawal, and (c) the partial-sequential withdrawal designs. Each design is illustrated and potential limitations are discussed.

The purpose of this investigation was to evaluate a series of program variables used to modify the time a subject spent attending in an experimental restaurant setting.

In this study the authors evaluate the value of self and peer grading.

In an experimental assessment of a choral responding procedure for increasing children's response to teacher commands, decreased levels of off-task behavior, as well as increased levels of correct responding, resulted from the procedures for three handicapped preschool children during large group instruction.

This study examined the effects of a self-evaluation treatment package on the independent work skills of preschool children with disabilities. 

The authors conducted descriptive and experimental analyses of aberrant behavior in school settings with 2 children with autism, using teachers as assessors. Experimental functional analyses carried out by the investigators were followed by training teachers to conduct a descriptive analysis and a classroom experimental analysis. 

This table allows you to compare a student’s SAT® scores with the performance of other 2012 college-bound seniors who took the test some time in high school. Please keep in mind that relationships between test scores and other factors are complex and interdependent. Other factors do not directly affect test performance; rather, they are associated with educational experiences both on tests and in schoolwork.

This article provides an overview of contextual factors across the levels of an educational system that influence implementation.

This paper highlight the important of effective feedback to help educators grow and allow students to improve. . This paper identify a definition of effective feedback and the key attributes of effective feedback.

Examined the effects of free vs integrated seating arrangements with 5 junior high Native American students in a class composed of 24 students.

In this paper, student-level indicators of opportunity to learn (OTL) included in the 2012 Programme for International Student Assessment are used to explore the joint relationship of OTL and socioeconomic status (SES) to student mathematics literacy. This paper suggest that in most countries, the organization and policies defining content exposure may exacerbate educational inequalities.

This article describes an innovative teaching model designed to impact students at risk with the cooperative efforts of regular and special education in Grades K-3. 

This popular practitioner guide and text presents an effective, problem-solving-based approach to evaluating and remediating academic skills problems. The author provides practical strategies for working with students across all grade levels (K–12) who are struggling with reading, spelling, written language, or math. 

The assessment of children and adolescents from a behavioral perspective has evolved into a state-of-the-art practice among school professionals.  this landmark text was the first to address systematically the issues involved in developing behavioral assessment strategies for educational-rather than clinical-settings.

Part of the president Bush strategy for the transformation of "American Schools" lies in an accountability system that would track progress toward the nation's education goals as well as provide the impetus for reform. Here we focus primarily on issues of accountability and student achievement. 

In today's political climate, standardized tests are inadequate and misleading as achievement measures. Educators should employ a variety of measures, improve standardized test content and format, and remove incentives for teaching to the test. Focusing on raising test scores distorts instruction and renders scores less credible. Includes 13 references.

Used a multiple baseline design to evaluate teacher-only consultation (TOC) and conjoint behavioral consultation (CBC) in their ability to produce cross-setting behavioral change in the social initiations (SIs) of 4 withdrawn children (aged 9–12 yrs). Direct observation, rating scale, and self-report data were collected from various sources across settings. 

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

The authors examined the effectiveness of functional communication training (FCT) in reducing self-injurious behavior (SIB) and in shaping an alternative (communicative) response while SIB continued to be reinforced. 

The concept of reinforcer substitutability proposes a continuum of interactions among reinforcers in a given situation. At one end of this continuum, reinforcers are substitutable, with one reinforcer being readily traded for another. The authors conducted an analysis of reinforcers that were substitutable with those produced by self-injurious behavior (SIB).

Discussing the major themes of replication, variability, and experimental design, Sidman describes the step-by-step planning of experiments, the need for constant attention to trends of incoming data, and the alteration of plan, method, or design that those trends sometimes make necessary

The authors evaluated an intervention package for increasing requesting opportunities in special education classrooms. This study demonstrated an effective strategy for helping teachers incorporate opportunities for functional communication into the natural environment.

This paper discusses the nature of the crises in the college classroom. An identity crisis affects virtually all Americans in one way or another, but especially college student.

This study analyzed the magnitude of experimental intervention outcomes as a function of violations in internal and external validity for studies that included students with learning disabilities. 

The case history in scientific method cited is autobiographical; Skinner relates certain relevant experiences in the development of some of his scientific contributions.

A multiple baseline across items design was used to evaluate the effects of a cover, copy, and compare (CCC) intervention on students' accuracy in identifying states on a map of the United States. The results showed the CCC intervention was effective in increasing the class mean accuracy levels in locating states.

This paper describes several procedures that have been shown to improve learning rates without increasing time allocated for instruction during both teacher-led instruction and independent seat-work. In the description of interventions, they emphasize the learning mechanisms that may be operating to improve student achievement.

Alternating treatments designs were used to compare on-task levels in 4 students diagnosed as emotionally disturbed while working on control and experimental independent seat-work mathematics assignments. Control and experimental assignments were similar except experimental assignments contained additional briefer mathematics problems interspersed following every third problem. 

For over fifteen years, it has been conventional wisdom that disadvantaged students fall behind their advantaged peers during summer breaks. Correlational research appears to support this conclusion, Wing Institute Data Mining. 

This Campbell systematic review examines the impact of class size on academic achievement. The review summarises findings from 148 reports from 41 countries. Ten studies were included in the meta‐analysis.

This article pointing some findings about achievement gap within school.

This study evaluated an alternative method of identifying early reading difficulty. L. S. Fuchs and D. Fuchs (1998) proposed that academic problems could be indexed by a dual discrepancy on level and slope of performance, relative to classmates, on curriculum-based measurement tasks. 

The title of the address is " Ensuring Teaching and Learning in the 21st Century: What We Know and What We Need to Know From Research." The focus is on the plight of children. The author believes a partial solution is integrated comprehensive school-linked services. 

This investigation contributed to previous research by separating the effects of simply making instructional changes, not based on student performance data, from the effects of making instructional changes in accordance with CBM data.

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

This article reviews the efficacy of curriculum-based measurement as a methodology for enhancing student achievement in reading and math.  Variables that contribute to the benefit of curriculum-based measurement are discussed.

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

The purpose of this document is to provide background information that will be useful in interpreting the 2007 results from the Trends in International Mathematics and Science Study (TIMSS) by comparing its design, features, framework, and items with those of the U.S. National Assessment of Educational Progress and another international assessment in which the United States participates, the Program for International Student Assessment (PISA). The report found, because there are differences in the features, frameworks and items of the national and international assessments, direct comparisons among the assessments are not useful. Rather the results from different studies should be thought of as different lenses through which to view and better understand U.S. student performance.

This document provide background information that will be useful in interpreting the results from two key international assessments that are being released in November and December 2007 and in comparing these results with recent findings from the U.S. National Assessment of Educational Progress in similar subjects. In sum, there appears to be an advantage in capitalizing on the complementary information presented in national and international assessments. NAEP measures in detail the reading, mathematics and science knowledge of U.S. students as a whole, and can also provide trend information for individual states, different geographic regions, and demographic population groups. International assessments like PIRLS and PISA add value by providing a method for comparing our performance in the United States to the performance of students in other nations. However, their differences need to be recognized when interpreting results. 

This study compared indirect training and direct training methods as a means of impacting levels of treatment integrity.  Direct training methods produced better outcomes.

This book is the core of a larger, comprehensive professional development program in
student involved classroom assessment that teaches standards of assessment quality, and
how to match achievement targets to assessment methods.

The classroom assessment procedures o f 36 teachers in grades 2 to 12 were studied in depth to determine the extent to which they measure students” higher order thinking skills in mathematics, science, social studies, and language arts. 

In Part 1 of this 2-part article, the authors present historical, contextual, and methodological perspectives on the use of empirically supported interventions in school and community settings. 

Four normal and four deviant children aged four-to-six years were taught to judge the quality of their academic work in a preschool classroom, and to prompt or cue their teachers to comment about the quality of that work.

This paper examines the use of high stakes testing such as end of course exams in American education.  The conclusions are that the exams do not produce substantive changes in instructional practices and the information is useful to measure school and system progress but has limited utility for instructional guidance.

The purpose of this article is to review the literature and examine the effect of increased opportunities to respond to academic requests (OTR) on academic and behavioral outcomes of students with emotional and behavioral disorders (EBD).

This meta-analysis examines the impact of team-based learning strategies on achievement and student engagement. The study finds that team-based strategies were found to have a positive impact on grades, test performance, and engagement.

This article summarizes a comprehensive synthesis of experimental intervention studies that have included students with learning disabilities

We examined whether, as predicted by research on child effects, we could generate hypotheses about the function of student problem behavior by observing the amount of attention teachers provided to students.

This report compares the performance of U.S. students with their peers around the world and also examines how the reading literacy of U.S. 4th-grade students has changed since the first administration of PIRLS in 2001- 2006. Results are presented by two student characteristics (sex and race/ethnicity) and by one measure of school poverty (percent of students in the school eligible for free or reduced price lunch). All differences described in this report are statistically significant at the .05 level. No statistical adjustments to account for multiple comparisons were used.

This chapter presents four sets of interrelated discussions. The rationale for and critical components underlying a problem-solving system; The concept of educational disability is clarified; Current and potential alternate processes of conferring educational disability status are considered; The implications of implementing a functional and noncategorical system are examined in relation to federal legal requirements.

This article show different approach that researcher took to answer questions on social gradient in education between the countries. Comparing some of these results highlights weak service delivery in many developing countries. Even where resources may be similar, social gradients are steep in some, indicating much worse educational outcomes for the poor. And public resources are often extremely poorly converted into learning. The differential ability of schools and school systems to convert resources into learning outcomes remains a major impediment to improving educational outcomes, and indeed life chances, for the poor.

practitioners of behavior management & students who are just learning the basics of applied behavior analysis will find this new edition packed with useful information from the original version

The goal of this study was to develop a brief assessment that could be conducted in the natural setting to identify naturally occurring, high-frequency subsequent events that may serve as maintaining consequences for disruptive behavior using the entire class as the unit of analysis. Procedures were conducted in two early childhood classrooms during regularly scheduled classroom activities.

This article describes efforts to examine the validity of a screening process that provides objective data for multidisciplinary team meetings where consideration is being given to teacher referral of a student for assessment and possible placement in special education. 

Reading impaired first graders were given daily tutoring as a "first cut" diagnostic to aid in distinguishing between reading difficulties caused by basic cognitive deficits and those caused by experiential deficits. Reading achievement in most of these children was found to be within or above the average range after one semester of remediation. 

Provides 2 hypothetical case examples that illustrate how single-case designs (alternating treatments, multiple baseline, and reversal) can be used to evaluate manipulable influences on school performance. In each case, an intervention plan is proposed for a student, and the success of the intervention is evaluated within a single-case design.

This article provides a description of the First Step to Success early intervention program for preventing development of antisocial behavior patterns among young, at-risk children. 

This kit presents the Systematic Screening for Behavior Disorders (SSBD) as a tool to identify behavior disorders in elementary-aged students. The kit contains a user's guide and administration manual, a technical manual reporting psychometric properties of the SSBD, an observer training manual, and multiple copies of the screening instruments.

This article overview the conceptual foundations and underlying principles of FBA and the methods and procedures associated with conducting FBAs in school settings. 

This article presents some recommendations for employment and career-building by addressing two major vital to transition: competitive employment outcomes and post­secondary education. 

The chapters in this book deal with areas of expertise that most students will need. For example, self-determination skills, functional academics, transportation, home and community living, as well as work preparation and socialization.

This investigation focused on the effects of two independent variables; (a) teacher-developed goals and monitoring systems versus a curriculum-based measurement (CBM) goal and monitoring system; and (b) individual expert versus group follow-up consultation. 

This article will describe a CBM which is very efficient and provides the teacher with adequate information for grouping and monitoring progress throughout the school year. 

This paper presents four studies that examine the time required to implement direct and frequent curriculum-based measurement (CBM) as well as strategies to improve the efficiency of CBM. Ten rural special education resource teachers were the subjects.

The purpose of this study was to ascertain the effects of manipulating the data base used for instructional decision making on student achievement.

Children were observed daily in four two week phases: seated around tables, then in rows, again around tables, and finally again in rows. Percentage on‐task behaviour was recorded along with rate of pupil disruption and rates of teacher approval and disapproval. 

The effect of different classroom seating arrangements on children's on‐task behaviour was examined by observations of two top junior classes of ten‐ to eleven‐year‐old children.

We are at the beginning of the transformation of education into an evidence-based field. By evidence-based, I mean an endeavor in which decision makers routinely seek out the best available research and data before adopting programs or practices that will affect significant numbers of students.

The relationships among independent variables and three measures of treatment integrity were evaluated.

Results of this meta‐analysis research, testing for a moderator effect, show that support for the overjustification effect occurs only when intrinsic motivation is operationalized as task behaviour during a free‐time measure.

The cognitive principle that guides this article is: People are naturally curious, but they are not naturally good thinkers; unless the cognitive conditions are right, people will avoid thinking.

This study examined components of teacher judgements that an intervention is either acceptable or unacceptable. A total of 180 preservice and student teachers were asked to evaluate the acceptability of six different interventions.

This article provides a brief review and a critique of behavioral consultation. Specifically, the procedures utilized within BC for assessment of the problem, development of an intervention, implementation of the intervention, and plan evaluation are overly reliant on indirect methods of behavior assessment and behavior change.

This study examined the integrity with which 4 general education teachers implemented an intervention designed to improve the academic performance of elementary school students. Treatment integrity was measured daily using permanent products.

This research monograph offers early childhood educators a foundational resource of information needed to develop inclusion practices.

The author makes the case that rapid assessment can identify struggling students who can then be provided intensive instruction so their performance on high stakes tests is improved.

The author reports data suggesting that the systematic use of formative assessment can reduce the pressure on teachers that they experience with high stakes testing.

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.

The authors examine the effectiveness of replacing low performing teachers relative to using formative assessment as a means of increasing student outcomes.

This study employed a meta-analysis method to combine the results of experimental studies on the effect of teaching learning strategies on students’ academic achievement. This study indicated that the learning strategies had 26.8% positive effect on students’ academic achievement.

This article describes the use of technology to monitor student progress in math instruction.  They highlight the importance of using the technology wiith fidelity.

More than two-thirds of students living in U.S. low-income urban areas have not demonstrated basic levels of math achievement. Teachers are confronted with a difficult task of meeting the needs of an increasingly academically diverse population of urban students. There is a well-confirmed knowledge base on effective instruction, but teachers need massive amounts of information for effective, sustainable improvement and data-driven decision making.

This report updates the status of high school exit exams nationally.  The number of states using end of course exams as part of accountability measures has become more common and data suggest the trend will continue.

Evidence-based classroom management practices have profound effects on student outcomes. Yet teachers commonly struggle to effectively implement these practices, imploring the provision of implementation supports within a multitiered framework for promoting teachers’ practices.

In this study, the reliability of the MAS was reexamined with two independent groups of developmentally disabled individuals who exhibited SIB (N = 55).