Author Archives for Jack States
April 3, 2018 10:37 am
Published by Jack States
Why Do School Psychologists Cling to Ineffective Practices? Let’s Do What Works.
This article examines the impact of poor decision making in school psychology, with a focus on determining eligibility for special education. Effective decision making depends upon the selection and correct use of measures that yield reliable scores and valid conclusions, but traditional psychometric adequacy often comes up short. The author suggests specific ways in which school psychologists might overcome barriers to using effective assessment and intervention practices in schools in order to produce better results.
Citation: VanDerHeyden, A. M. (2018, March). Why Do School Psychologists Cling to Ineffective Practices? Let’s Do What Works. In School Psychology Forum, Research in Practice(Vol. 12, No. 1, pp. 44-52). National Association of School Psychologists.
Link: https://www.researchgate.net/publication/324065605_Why_Do_School_Psychologists_Cling_to_Ineffective_Practices_Let%27s_Do_What_Works
March 22, 2018 1:30 pm
Published by Jack States
Summative Assessment Overview
Summative assessment is an appraisal of learning at the end of an instructional unit or at a specific point in time. It compares student knowledge or skills against standards or benchmarks. Summative assessment evaluates the mastery of learning whereas its counterpart, formative assessment, measures progress and functions as a diagnostic tool to help specific students. Generally, summative assessment gauges how a particular population responds to an intervention rather than focusing on an individual. It often aggregates data across students to act as an independent yardstick that allows teachers, administrators, and parents to judge the effectiveness of the materials, curriculum, and instruction used to meet national, state, or local standards. Summative assessment includes midterm exams, final project, papers, teacher-designed tests, standardized tests, and high-stakes tests. As a subset of summative assessment, standardized tests play a pivotal role in ensuring that schools are held to the same standards and that all students regardless of race or socio-economic background perform to expectations. Summative assessment provides educators with the metrics to know what’s working and what’s not.
Citation: States, J., Detrich, R. & Keyworth, R. (2018). Overview of Summative Assessment. Oakland, CA: The Wing Institute. https://www.winginstitute.org/assessment-summative.
Link: https://www.winginstitute.org/assessment-summative
March 22, 2018 12:40 pm
Published by Jack States
Promoting Educator Effectiveness: The Effects of Two Key Strategies
The National Center for Education Evaluation, a division of the Institute of Education Sciences has released a new research brief that evaluated two strategies for improving educator effectiveness as measured by improvements in student outcomes. The two strategies evaluated were performance feedback to educators about several dimensions of their performance for a period of two years and a pay-for-performance system that was in place for four years. In the performance feedback project teachers were given feedback four times per year on their classroom practices and principals received feedback two times per year. The impact on student outcomes were small. After the first year, there was a statistically significant difference between students in math but not in reading in the feedback schools compared to the schools that served as the control group as measured by end of year scores. At the end of the second year there were no statistically significant effects for either reading or math. The net gain in math achievement for the students in the feedback schools was about 4 weeks compared to the control group.
The pay-for-performance study teachers were eligible for performance bonuses based on their ratings across multiple dimensions of their performance. The students in the pay-for-performance schools outperformed the students in the control group schools in both math and reading. Statistically significant scores were obtained in reading beginning the first year and each subsequent year through the third year. Students math scores in the pay-for-performance schools achieved statistically significant scores only at the end of the third year. There was no additional benefit in reading or math for pay-for-performance in the fourth year. The overall benefit of the gains by the students in the pay-for-performance schools was estimated to be 3-4 weeks. Again, this is a relatively small impact. It was noted that the quality of implementation may have reduced the impact of the two projects. Across both studies, there were discrepancies between how the programs were intended to be implemented and how they were actually implemented. Further limitations of the studies are that the performance feedback for teachers was only four times per year. This is generally considered to be far too infrequent to have meaningful impact. In the pay-for-performance study, 40% of the teachers reported that they were not aware they were eligible for bonuses, limiting the motivational properties of the bonus system. Given these results it is clear that we must continue searching for effective approaches to improving educator performance and ways to assure high quality implementation.
Citation: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (March 2018). Promoting Educator Effectiveness: The Effects of Two Key Strategies.
Link: https://ies.ed.gov/ncee/pubs/20184009/index.asp
March 21, 2018 11:12 am
Published by Jack States
The Effectiveness of School-Based Mental Health Services for Elementary-Aged Children: A Meta-Analysis
News Summary: This meta-analysis examines the effects of school-based mental health services for elementary school-age children delivered by school personnel. Forty-three controlled trials evaluating 49,941 elementary school-age children met criteria for inclusion in this study. The study used a randomized, between-subjects, controlled comparison or quasi-experimental design using matched samples to minimize selection bias. The study finds school-based mental health services had a small to medium effect size (Hedges g = 0.39) in decreasing mental health problems. The largest effect size was for targeted intervention, (Hedges g = 0.76), followed by selective prevention (Hedges g = 0.67) compared with universal prevention (Hedges g = 0.29). Interventions integrated into student’s academic instruction using contingency management were found to have positive impacts (Hedges g = 0.57), and interventions implemented multiple times per week (Hedges g = 0.50) were also shown to have a notable impact for improving student’s lives. These results are promising considering the normal barriers that impede students from receiving mental health care outside of school and the fact 80% of mental health service are provided in schools by personnel who are readily available and are shown to be effective in addressing student’s mental health needs (Ringeisen, Henderson, and Hoagwood, 2003).
Definitions
- Targeted Intervention: interventions provided only to students identified as having mental health problems.
- Universal prevention: interventions provided to all students in a classroom
- Selective prevention: interventions provided only to students at risk for mental health problems according to a teacher referral or mental health screening
Citation: Sanchez, A. L., Cornacchio, D., Poznanski, B., Golik, A. M., Chou, T., & Comer, J. S. (2018). The effectiveness of school-based mental health services for elementary-aged children: a meta-analysis. Journal of the American Academy of Child & Adolescent Psychiatry, 57(3), 153-165.
Link: http://www.jaacap.com/article/S0890-8567(17)31926-3/fulltext
March 15, 2018 12:52 pm
Published by Jack States
The Campbell Collaboration: Providing Better Evidence for a Better World
News Summary: This paper provides the history and summarizes the development of the Campbell Collaboration. The Campbell Collaboration is a “nonprofit organization with the mission of helping people make well-informed decisions about the effects of interventions in the social, behavioral, and educational domains. The paper looks at the organization’s efforts to build a world library of accurate, synthesized evidence to inform policy and practice and improve human well-being worldwide. The Education section of the Campbell research library produces reviews on issues in early childhood, elementary, secondary, and postsecondary education. Topics range from academic programs, teacher qualifications, testing, to a wide variety of school-based interventions. Campbell systematic reviews and related evidence synthesis provide unbiased summaries of bodies of empirical evidence. The Campbell Collaboration has recently implemented new changes in its practices designed to significantly increase the production, dissemination, and use of rigorous syntheses of research. Following the acquisition of new funding, The Campbell Collaboration embarked on a process of reform culminating in the appointment of a new Board of Directors and the creation of an annual members conference.
Citation: Littell, J. H., & White, H. (2018). The Campbell Collaboration: Providing better evidence for a better world. Research on Social Work Practice, 28(1), 6-12.
Link: http://journals.sagepub.com/doi/full/10.1177/1049731517703748
March 15, 2018 12:37 pm
Published by Jack States
Research on Mathematics Instruction with Students with Significant Cognitive Disabilities: Has Anything Changed?
News Summary: This research examines mathematics instruction for learners of significant cognitive disabilities. This study builds on the previous meta-analysis by Browder et al. (2008) and has added an additional 29 studies. The purpose of this literature review was to identify research of teaching mathematics skills published since 2006 and to evaluate the evidence of instructional practices used in these studies. The review also attempts to examine if any progress has been made in implementing five strands of mathematics instruction identified in the National Council for Teachers of Mathematics (NCTM; (2000) recommendations. The five strands for effective instruction of mathematics are: (1) Number and Operations, (2) Algebra, (3) Geometry, (4) Measurement, (5) Data Analysis and Probability. The criteria for quality of research developed by Horner and colleagues for single subject designed research was used to review the studies (Horner et al., 2005). These standards require that to be included in this review a minimum of five single-case studies must be conducted by a minimum of three different researchers across a minimum of three different geographical regions with no less than 20 participants be required for a practice to be considered evidence-based. The data from both reviews were combined as well as they were compared. The results show more studies since 2008 taught skills from Number and Operations, Geometry, and Algebra. Additionally, the study found that the teaching of Measurement decreased and Data Analysis and Probability remained unchanged. The systematic analysis conducted by the study of specific instructional practices found systematic instruction, in vivo instruction, system of least prompts strategy, constant time delay strategy, and task-analytic instruction met criteria for being considered evidence-based practices for teaching mathematics to learners with significant cognitive disabilities.
Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Harris, A. A., & Wakemanxya, S. (2008). A meta-analysis on teaching mathematics to students with significant cognitive disabilities. Exceptional children, 74(4), 407-432.
Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional children, 71(2), 165-179.
National Council of Teachers of Mathematics (Ed.). (2000). Principles and standards for school mathematics (Vol. 1). National Council of Teachers of.
Citation: Hudson, M. E., Rivera, C. J., & Grady, M. M. (2018). Research on Mathematics Instruction with Students with Significant Cognitive Disabilities: Has Anything Changed?. Research and Practice for Persons with Severe Disabilities, 1540796918756601.
Link: https://eric.ed.gov/?q=education+meta-analysis&ff1=dtyIn_2018&id=EJ1169270
https://www.researchgate.net/profile/Christopher_Rivera2/publication/322762194_Research_on_Mathematics_Instruction_with_Students_with_Significant_Cognitive_Disabilities_Has_Anything_Changed/links/5a84d7a1aca272c99ac38c01/Research-on-Mathematics-Instruction-with-Students-with-Significant-Cognitive-Disabilities-Has-Anything-Changed.pdf
March 12, 2018 10:39 am
Published by Jack States
Graduate Research Grant 2018 RFP
The purpose of the Wing Institute Graduate Research Funding Program is to:
- Sponsor and promote new research in areas of evidence-based education, including: efficacy research, effectiveness research, implementation, and monitoring
- Sponsor and promote new research across disciplines, types of research, and venues
- Encourage graduate students to focus their future professional work in this subject area, increasing the number of professionals dedicated to the field of evidence-based education
- Disseminate research findings for application in real world” settings, further bridging the gap between research and practice.
FUNDING
Grants vary in size; the maximum grant is $5,000 per annum. These funds will be available to recipients as they achieve agreed upon “benchmarks” in the research process.
Applications available: Immediately
Application deadline: May 15, 2018
Funding decisions: June 15, 2018
ELIGIBILITY: Applicants must be enrolled full-time and be in good standing in a masters or doctoral at a regionally accredited university or college.
LINK AND INSTRUCTIONS:
March 8, 2018 9:58 am
Published by Jack States
What We Know About Literal and Inferential Comprehension in Reading
In 2000, the National Reading Panel identified five practice elements with a sufficient evidence base to be deemed essential for mastery of reading (National Institute of Child Health and Human Development, 2000). These elements consist of systematic teaching of phonemic awareness, phonics instruction, vocabulary, fluency, and exposure to reading comprehension strategies. Of these skill sets, reading comprehension has received far less attention in the literature, but is indispensable for success as student’s progress through the grades and use reading in almost every course. Being able to make effective inferences from materials that a student read is considered central to effective reading comprehension. This meta-analysis of 25 studies evaluates the impact of inference instruction in grades K-12. The study reported that inference instruction had an effect size d=0.58 on general comprehension and d= 0.68 on literal comprehension. These are “moderate to large” effects of instruction on general comprehension and to making inferences for both skilled and less skilled readers. The pattern differed for the literal measure, however, with skilled readers showing almost no gain but unskilled readers showing sizable gains. These findings support work by Daniel Willingham and Gail Lovette titled, “Can Reading Comprehension be Taught”? Their interpretation of the effect of comprehension instruction is that it signals to students the significance of inferential thinking. Willingham and Lovette conclude that practicing inferences does not lead to increases in general inferencing for the following reasons; inferencing depends on the particular text, and whatever cognitive processes contribute to inferencing are already well practiced in oral language as we are constantly drawing inferences in daily conversation.
Citation: Elleman, A. M. (2017). Examining the impact of inference instruction on the literal and inferential comprehension of skilled and less skilled readers: A meta-analytic review. Journal of Educational Psychology, 109(6), 761-781.
Willingham, D. T., & Lovette, G. (2014). Can reading comprehension be taught. Teachers College Record, 116, 1-3
Link: http://psycnet.apa.org/record/2017-06326-001
http://www.danielwillingham.com/uploads/5/0/0/7/5007325/willingham&lovette_2014_can_reading_comprehension_be_taught_.pdf
March 2, 2018 10:18 am
Published by Jack States
Trends in High School Dropout and Completion Rates in the United States: 2014 Report Released
The Institute for Education Sciences (IES) National Center for Education Statistics (NCES) just released Trends in High School Dropout and Completion Rates in the United States: 2014. This annual report provides descriptive data on long-term trends in dropout and completion rates. It also reviews the characteristics of students in these categories including race/ethnicity, sex, socioeconomic status, disability status, immigration status, and outcomes in the labor force. Results show improvement in overall outcomes, but continued and significant disparity among children of different races. The 2014 ACS status dropout rate was lower for 16- to 24-year-olds who were Asian (2.5 percent), White (4.4 percent), and of two or more races (5.0 percent) than for those who were Black (7.9 percent), Pacific Islander (10.6 percent), Hispanic (10.7 percent), and American Indian/ Alaska Native (11.5 percent). There was also significant disparity between individual states, ranging from 2.7 percent status dropout rates in Vermont to 10.6 percent in Louisiana. High School graduation rates showed the same pattern of overall improvement but continued disparity by student race and individual states.
Citation: McFarland, J., Cui, J., and Stark, P. (2018). Trends in High School Dropout and Completion Rates in the United States: 2014 (NCES 2018-117). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Link:
https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018117
https://nces.ed.gov/pubs2018/2018117.pdf
February 28, 2018 11:31 am
Published by Jack States
WWC Examines the Evidence on Two Teacher Training Programs
News Summary: If teachers are to have a significant impact on student learning it is necessary for them to be well trained and prepared for the role of teacher. This report examined the effectiveness of the National Board for Professional Teaching Standards (NBPTS) and My TeachingPartner Pre-K. The NBPTS is a professional certification program for teachers that have taught at least three years and can meet the NBPTS standards. My TeachingPartner Pre-K incorporates multiple media and coaching to prepare early education teachers. The results of the What Works Clearinghouse review of NBPTS is that it had mixed effects in mathematics in grades 3-8 and no discernable effect on English language arts achievement. There were no studies that met WWC standards for review so no judgment can be made about its effectiveness. The results of this review highlight the necessity of evaluating the effectiveness of teacher training programs. The stakes are very high for the students and families being served by teachers and nationally very large amount of money is spent on training teachers. It would be nice to know which approaches to teacher professional development are effective and which have no beneficial effect.
Citation: What Works Clearinghouse, Institute for Education Science (2018). National Board for Professional Teaching Standards Certification Intervention Report. Retrieved from https://ies.ed.gov/ncee/wwc/InterventionReport/689
Link: https://ies.ed.gov/ncee/wwc/InterventionReport/689
