This paper describes two models for understanding dropping out as a developmental process that may begin in the earliest grades.
Finn, J. D. (1989). Withdrawing from school. Review of educational research, 59(2), 117-142.
In tracking the educational progress of a sample of Baltimore school- children from entrance into first grade in fall 1982 through early spring 1996, the authors examined the children's personal qualities, first-grade experiences, and family circumstances as precursors to high school dropout.
Alexander, K. L., Entwisle, D. R., & Horsey, C. S. (1997). From first grade forward: Early foundations of high school dropout. Sociology of education, 87-107.
The first year of high school is a critical transition period for students. Those who succeed in
their first year are more likely to continue to do well in the following years and eventually
Allensworth, E. M., & Easton, J. Q. (2005). The on-track indicator as a predictor of high school graduation. Chicago, IL: Consortium on Chicago School Research, University of Chicago.
Research on dropping out has shown that the decision to persist in or leave school is affected by multiple contextual factors interacting in a cumulative way over the life course of a student. Often overlooked in this discussion is one most directly related to graduation: student course performance. This report looks at student performance in freshman coursework, how it is related to eventual graduation and how personal and school factors contribute to success of failure in freshman-year courses
Allensworth, E. M., & Easton, J. Q. (2007). What Matters for Staying On-Track and Graduating in Chicago Public Highs Schools: A Close Look at Course Grades, Failures, and Attendance in the Freshman Year. Research Report. Consortium on Chicago School Research.
This study identified four predictative indicators of student performance in 6th grade predicts 60% of the students who will not graduate from high school.
Balfanz, R Preventing student disengagement and keeping students on the graduation path in urban middle-grades schools: Early identification and effective interventions This study identified four predictative indicators of student performance in 6th grade predicts 60% of the students who will not graduate from high school. 1045 Early indicators 897 897 897 51208
This brief, drawing on our research and field work, illuminates key policy and practice implications of the middle grades playing a stronger role in achieving our national goal of graduating all students from high school prepared for college or career and civic life.
Balfanz, R., & Herzog, L. (2005). Keeping middle grades students on-track to graduation: Initial analysis and implications. Presentation at the second Regional Middle Grades Symposium, Philadelphia.
This study examined students who were first time 9th graders in the 2000-01 school year and follows them through to high school and post-secondary outcomes. The 9th grade suspension data finds that black students, students who are economically disadvantaged, and special education students are disproportionately suspended, both in the frequency of suspensions and the duration of days lost. Disciplinary incidents were found to be interrelated with other of indicators of student disengagement from school, such as course failures and absenteeism
Balfanz, R., Byrnes, V., & Fox, J. H. (2015). Sent home and Put off track. Closing the school discipline gap: Equitable remedies for excessive exclusion, 17-30.
The Early Start Denver Model (ESDM) has been gaining popularity as a comprehensive treatment model for children ages 12 to 60 months with autism spectrum disorders (ASD). This article evaluates the research on the ESDM through an analysis of study design and purpose; child participants; setting, intervention agents, and context; density and duration; and overall research rigor to assist professionals with knowledge translation and decisions round adoption of the practices.
Baril, E. M., & Humphreys, B. P. (2017). An evaluation of the research evidence on the Early Start Denver Model. Journal of Early Intervention, 39(4), 321-338.
The purpose of this study was to examine the effects of an early intervention strategy, First Step to Success, involving (a) teacher-directed and (b) a combination of teacher- and parent-directed strategies on the behaviors of elementary school children at risk for antisocial behavior.
Beard, K. Y., & Sugai, G. (2004). First Step to Success: An early intervention for elementary children at risk for antisocial behavior. Behavioral Disorders, 29(4), 396-409.
explore going beyond defining learning disability as a discrepancy between achievement and ability, to a broader view of learning disability based on dynamic assessment—failure to respond over time to validated intervention protocols—and consideration of multiple developmental domains, not just a single index influencing expected level of achievement
Berninger, V. W., & Abbott, R. D. (1994). Redefining learning disabilities: Moving beyond aptitude–achievement discrepancies to failure to respond to validated treatment protocols.
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.
Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2005). Explaining the short careers of high-achieving teachers in schools with low-performing students. American Economic Review, 95(2), 166-171.
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.
Boyd, D., Lankford, H., Loeb, S., Rockoff, J., & Wyckoff, J. (2008). The narrowing gap in New York City teacher qualifications and its implications for student achievement in high‐poverty schools. Journal of Policy Analysis and Management: The Journal of the Association for Public Policy Analysis and Management, 27(4), 793-818.
This study developed a multi-metod approach to identifying students in middle school that would have academic difficulty in high school.
Casillas, A., Robbins, S., Allen, J., Kuo, Y.-L., Hanson, M. A., & Schmeiser, C. (2012). Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. Journal of Educational Psychology, 104(2), 407-420. Retrieved from http://uic.edu.hk/~ylkuo/Kuo JEP 2012.pdf
This paper discusses the search for a “magic metric” in education: an index/number that would be generally accepted as the most efficient descriptor of school’s performance in a district.
Celio, M. B. (2013). Seeking the Magic Metric: Using Evidence to Identify and Track School System Quality. In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 97-118). Oakland, CA: The Wing Institute.
This report provides a practical “management guide,” for an evidence-based key indicator data decision system for school districts and schools.
Celio, M. B., & Harvey, J. (2005). Buried Treasure: Developing A Management Guide From Mountains of School Data. Center on Reinventing Public Education.
This paper summarizes the results of a retrospective review of generalization in the context of social skills research with preschool children.
Chandler, L. K., Lubeck, R. C., & Fowler, S. A. (1992). Generalization and maintenance of preschool children's social skills: A critical review and analysis. Journal of Applied Behavior Analysis, 25(2), 415-428.
This clinically wise and pragmatic book presents a systematic approach for treating any form of childhood anxiety using proven exposure-based techniques.
Chorpita, B. F. (2007). Modular cognitive-behavioral therapy for childhood anxiety disorders. Guilford Press.
The purpose of this study was to critically examine the positive approaches to behavioral intervention research and young children demonstrating challenging behavior. The results indicate an increasing trend of research using positive behavioral interventions with young children who demonstrate challenging behaviors. Most of the research has been conducted with children with disabilities between 3 and 6 years old.
Conroy, M. A., Dunlap, G., Clarke, S., & Alter, P. J. (2005). A descriptive analysis of positive behavioral intervention research with young children with challenging behavior. Topics in Early Childhood Special Education, 25(3), 157-166.
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.
Deno, S. L. (1985). Curriculum-based Measurement: The Emerging Alternative. Exceptional Children, 52(3). Retrieved from http://ecx.sagepub.com/content/52/3/219.abstract
A recent study, attempts to answer this question by examining the effects of two North Carolina early-childhood programs on students’ educational outcomes in elementary school. These findings indicate that North Carolina’s investment in early childhood programs is associated with improved educational outcomes. Importantly, these effects don’t appear to fade during the elementary grades
Dodge, K. A., Bai, Y., Ladd, H. F., & Muschkin, C. G. (2016). Impact of North Carolina's Early Childhood Programs and Policies on Educational Outcomes in Elementary School. Child Development.
This study examines seven nationally representative studies on school dropout and their findings on why students dropout of school.
Doll, J. J., Eslami, Z., & Walters, L. (2013). Understanding why students drop out of high school, according to their own reports: Are they pushed or pulled, or do they fall out? A comparative analysis of seven nationally representative studies. Sage Open, 3(4), 2158244013503834.
This study evaluated the reliability and validity of DIBELS-M as a meaure to predict students at risk for reading failure.
Elliott, J., Lee, S. W., & Tollefson, N. (2001). A reliability and validity study of the Dynamic Indicators of Basic Early Literacy Skills--Modified. School Psychology Review. Retrieved from http://www.academia.edu/download/30687244/elliott2001.pdf
Studies of the persistence of social stratification rely heavily on students’ experience in secondary schools. In this study, outcomes for a randomly selected panel of Baltimore children, followed from age 6 to age 22, demonstrate that first graders’ social contexts and personal resources explain educational attainment levels in early adulthood about as well as do similar resources measured in adolescence.
Entwisle, D. R., Alexander, K. L., & Olson, L. S. (2005). First grade and educational attainment by age 22: a new story 1. American Journal of Sociology, 110(5), 1458-1502.
This investigation examines the aspect of the structural and regulatory environment of schools to identify features that are associated with higher levels of engagement among eighth-grade students at risk.
Finn, J. D., & Voelkl, K. E. (1993). School characteristics related to student engagement. The Journal of Negro Education, 62(3), 249-268.
Leading experts present evidence-based procedures for supporting positive behaviors and reducing problem behaviors with children and adults in diverse contexts. Chapters delve into applications in education, autism treatment, addictions, behavioral pediatrics, and other areas.
Fisher, W. W., Piazza, C. C., & Roane, H. H. (2011). Handbook of Applied Behavior Analysis. New York, NY: Guilford Press.
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.
Fitzpatrick, D., & Burns, J. (2019). Single‐track year‐round education for improving academic achievement in US K‐12 schools: Results of a meta‐analysis. Campbell Systematic Reviews, 15(3), e1053.
This paper reviews research on the classification of students with learning disability (LD). It first examines the evolution of LD definitions and the evidence for three components of LD classification: discrepancy, heterogeneity, and exclusion.
Fletcher, J. M., Lyon, G. R., Barnes, M., Stuebing, K. K., Francis, D. J., Olson, R. K., ... & Shaywitz, B. A. (2001). Classification of Learning Disabilities: An Evidence-Based Evaluation. Executive Summary.
This report reviews the technical adequacy of measures of math performance for the purposes of identifying at risk learners.
Foegen, A., Jiban, C., & Deno, S. (2007). Progress monitoring measures in mathematics: A review of the literature. Journal of Special Education, 41(2), p121-139. Retrieved from http://files.eric.ed.gov/fulltext/EJ775117.pdf
Use of early detection and ongoing assessment of response as a basis for more focused intervention is described. Primary and secondary prevention issues also are discussed in relation to this approach.
Forness, S. R., Kavale, K. A., MacMillan, D. L., Asarnow, J. R., & Duncan, B. B. (1996). Early detection and prevention of emotional or behavioral disorders: Developmental aspects of systems of care. Behavioral Disorders, 21(3), 226-240.
This study examined individual growth curves were used to test whether the development of children with reading disabilities is best characterized by models of developmental lag or developmental deficit.
Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational psychology, 88(1), 3.
This paper summarize basic research on response effort and explore the role of effort in diverse applied areas including deceleration of aberrant behavior, attention deficit hyperactivity disorder, oral habits, health care appointment keeping, littering, indexes of functional disability, and problem-solving.
Friman, P. C., & Poling, A. (1995). Making life easier with effort: Basic findings and applied research on response effort. Journal of Applied Behavior Analysis, 28(4), 583-590.
CASL's general goal is to identify instructional practices that accelerate the learning of K-3 children with disabilities. A specific goal is to identify and understand the nature of nonresponsiveness to generally effective instruction.
Fuchs, D., & Fuchs, L. S. (2005). Responsiveness-to-intervention: A blueprint for practitioners, policymakers, and parents. Teaching Exceptional Children, 38(1), 57-61.
To implement RTI for prevention and identification, schools must make decisions about six components that constitute the process. The authors recommendation is that schools employ three tiers, with only one tier separating general and special education.
Fuchs, L. S., & Fuchs, D. (2007). A model for implementing responsiveness to intervention. Teaching exceptional children, 39(5), 14-20.
This paper reviews several measures that serve as early identification measures for students at risk for math difficulties.
Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38(4). Retrieved from http://journals.sagepub.com/doi/abs/10.1177/00222194050380040301
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.
Goffreda, C. T., & DiPerna, J. C. (2010). An empirical review of psychometric evidence for the Dynamic Indicators of Basic Early Literacy Skills. School Psychology Review. Retrieved from http://rachaelrobinsonedsi.wiki.westga.edu/file/view/an+empirical+review+of+basic+early+literacy+skills.pdf/238268899/an empirical review of basic early literacy skills.pdf
This paper reviews the use of DIBELS and curriculum-based measurement as methods for the early identification of students at risk for reading difficulties.
Good, R. H., III, Kaminski, R. A., Simmons, D., & Kame’enui, E. J. (2001). Using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in an Outcomes-Driven Model: Steps to Reading Outcomes. OSSC Bulletin. Retrieved from http://files.eric.ed.gov/fulltext/ED453526.pdf
Response to intervention is defined and described along with methods and procedures for quantifying whether or not a student shows an adequate or inadequate response to an evidence-based intervention implemented with integrity.
Gresham, F. M. (2005). Response to intervention: An alternative means of identifying students as emotionally disturbed. Education and Treatment of Children, 328-344.
This paper provides direct evidence about the impacts of school job matching on productivity and student achievement.
Hanushek, E. A., & Rivkin, S. G. (2010). Constrained job matching: Does teacher job search harm disadvantaged urban schools? Working Paper No. 15816. Cambridge, MA: National Bureau of Economic Research. Retrieved from https://www.nber.org/papers/w15816.pdf
The authors study the effects of various types of education and training on the ability of teachers to promote student achievement.
Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7–8), 798-812.
This work establishes a scientifically substantiated link between children's early family experience and their later intellectual growth—a link that exists regardless of a child's race.
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H Brookes Publishing.
2 1/2 years of observing 42 families for an hour each month to learn about what typically went on in homes with 1- and 2-year-old children learning to talk. The data from this study showed that ordinary families differ immensely in the amount of experience with language and interaction they regularly provide their children and that differences in children’s experience are strongly linked to children’s language accomplishments at age 3. The goal of this longitudinal study was to discover what was happening in children’s early experience that could account for the intractable difference in rates of vocabulary growth we saw among 4-year-olds.
Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap by age 3. American educator, 27(1), 4-9.
Children's behavior problems pose challenges to families, schools, and society. The research literature argues that early detection/intervention is the most powerful course of action in ameliorating these problems in children at risk of emotional/behavioral disorders.
Hester, P. P., Baltodano, H. M., Gable, R. A., Tonelson, S. W., & Hendrickson, J. M. (2003). Early intervention with children at risk of emotional/behavioral disorders: A critical examination of research methodology and practices. Education and Treatment of Children, 362-381.
This evaluation used Messick's construct validity as a conceptual framework for an empirical study assessing the validity of use, utility, and impact of office discipline referral (ODR) measures for data-based decision making about student behavior in schools.
Irvin, L. K., Horner, R. H., Ingram, K., Todd, A. W., Sugai, G., Sampson, N. K., & Boland, J. B. (2006). Using office discipline referral data for decision making about student behavior in elementary and middle schools: An empirical evaluation of validity. Journal of Positive Behavior Interventions, 8(1), 10-23.
Some of the specific reasons for the success or failure of retention in the area of reading were examined via an in-depth study of a small number of both at-risk retained students and comparably low skilled promoted children
Juel, C., & Leavell, J. A. (1988). Retention and nonretention of at-risk readers in first grade and their subsequent reading achievement. Journal of Learning Disabilities, 21(9), 571-580.
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.
Kamps, D. M., Wills, H. P., Greenwood, C. R., Thorne, S., Lazo, J. F., Crockett, J. L., . . . Swaggart, B. L. (2003). Curriculum Influences on Growth in Early Reading Fluency for Students with Academic and Behavioral Risks. Journal of Emotional and Behavioral Disorders, 11(4), 211-224. doi:10.1177/10634266030110040301
Managing Classroom Behavior summarizes principles of good instruction, the acting-out cycle, and how to work with students, other teachers, and parents.
Kauffman, J. M., Mostert, M. P., & Hallahan, D. P. (1993). Managing classroom behavior: A reflective case-based approach. New York: Allyn and Bacon.
This paper reviews issues surrounding the use of discrepancy in identifying learning disability
Kavale, K. A. (2002). Discrepancy models in the identification of learning disability. Identification of learning disabilities: Research to practice, 369-426.
This paper reviews measures of student performance that serve as early indicators of student academic difficulty.
Kennedy, M. M. (1999). Approximations to indicators of student outcomes. Educational Evaluation and Policy Analysis. Retrieved from http://journals.sagepub.com/doi/abs/10.3102/01623737021004345
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.
Kennelly, L., & Monrad, M. (2007). Approaches to Dropout Prevention: Heeding Early Warning Signs with Appropriate Interventions. American Institutes for Research.
This paper reviews school engagement as a predictor of later academic difficulty.
Ladd, G. W., & Dinella, L. M. (2009). Continuity and change in early school engagement: Predictive of children’s achievement trajectories from first to eighth grade. Journal of Educational Psychology. Retrieved from http://psycnet.apa.org/psycinfo/2009-01936-007
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).
Lee, S. W. (2018). Pulling back the curtain: Revealing the cumulative importance of high-performing, highly qualified teachers on students’ educational outcome. Educational Evaluation and Policy Analysis, 40(3), 359–381.
Students who are at risk of dropping out of school can be identified retrospectively as early as third grade on the basis of attendance patterns, academic performance, and behavior. Check & Connect is a model designed to promote student engagement, support regular attendance, and improve the likelihood of school completion.
Lehr, C. A., Sinclair, M. F., & Christenson, S. L. (2004). Addressing student engagement and truancy prevention during the elementary school years: A replication study of the check & connect model. Journal of education for students placed at risk, 9(3), 279-301.
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.
Li, T., & Zhou, Y. (2019). Do Pay-for-Grades Programs Encourage Student Academic Cheating? Evidence from a Randomized Experiment. Frontiers of Education in China, 14(1), 117-137.
This book provides effective techniques for pinpointing the causes of challenging behaviors, identifying alternate approached, and adapting instructional routines.
Luiselli, J. K., & Cameron, M. J. (Eds.). (1998). Antecedent control: Innovative approaches to behavioral support. Paul H Brookes Publishing Company.
This study demonstrates, for the first time, that providing all 20% of the nation’s three- and four-year-old children who live in poverty with a high-quality ECD program would have a substantial payoff for governments and taxpayers in the future.
Lynch, R. G. (2004). Exceptional Returns: Economic, Fiscal, and Social Beneﬁts of Investment in Early Childhood Development. Washington, DC: Economic Policy Institute.
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.
McGlinchey, M. T., & Hixson, M. D. (2004). Using curriculum-based measurement to predict performance on state assessments in reading. School Psychology Review, 33, 193-203.
This study provides descriptive data on the rates of office discipline referrals and beginning reading skills for students in grades K—3 for one school district that is implementing a three-tier prevention model for both reading and behavior support.
McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavior Interventions, 8(3), 146-154.
This report addresses three central sets of questions: (1) How many students in grades 6 through 12 drop out of Philadelphia's public schools in a single year? What are the key characteristics of these students, including their age, grade, race/ethnicity, gender, type of school attended, and neighborhood of residence?; (2) What percentage of 9th graders graduates within four years, five years, or six years of starting high school? What has been the trend in these cohort graduation rates over the past 5 years? What are the trends in cohort graduation rates for males and females and for students of different racial/ethnic backgrounds?; and (3) Which student characteristics, knowable or potentially knowable by school personnel and agency staff, can identify students as being at high risk of dropping out of high school?
Neild, R. C., & Balfanz, R. (2006). Unfulfilled Promise: The Dimensions and Characteristics of Philadelphia's Dropout Crisis, 2000-2005. Philadelphia Youth Network.
Education at a Glance: OECD Indicators 2011 ofers a rich, comparable and up-to-date array of indicators that relect a consensus among professionals on how to measure the current state of education internationally.
OECD (2011), Education at a Glance 2011: OECD Indicators, OECD Publishing. http://dx.doi.org/10.1787/eag-2011-en
This study evaulated curriculum-based measures of oral reading as early predicors of overall reading achievement.
Reschly, A. L., Busch, T. W., Betts, J., Deno, S. L., & Long, J. D. (2009). Curriculum-Based Measurement Oral Reading as an indicator of reading achievement: A meta-analysis of the correlational evidence. Journal of School Psychology, 47(6), 427-469. doi:https://doi.org/10.1016/j.jsp.2009.07.001
In this research-based book, Roderick examines two critical factors impacting graduation or dropping out. They are school transition to middle school and from there to high school and, secondly, grade retention.
Roderick, M. R. (1993). The path to dropping out: Evidence for intervention. Auburn House.
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.
Sainato, D. M., Strain, P. S., & Lyon, S. R. (1987). Increasing academic responding of handicapped preschool children during group instruction. Journal of the Division for Early Childhood, 12(1), 23-30.
This study examined the effects of a self-evaluation treatment package on the independent work skills of preschool children with disabilities.
Sainato, D. M., Strain, P. S., Lefebvre, D., & Rapp, N. (1990). Effects of self-evaluation on the independent work skills of preschool children with disabilities. Exceptional Children, 56(6), 540-549.
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.
Sasso, G. M., Reimers, T. M., Cooper, L. J., Wacker, D., Berg, W., Steege, M., ... & Allaire, A. (1992). Use of descriptive and experimental analyses to identify the functional properties of aberrant behavior in school settings. Journal of Applied Behavior Analysis, 25(4), 809-821.
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.
Speece, D. L., & Case, L. P. (2001). Classification in context: An alternative approach to identifying early reading disability. Journal of Educational Psychology, 93(4), 735.
Effective ongoing assessment, referred to in the education literature as formative assessment or progress monitoring, is indispensable in promoting teacher and student success. Feedback through formative assessment is ranked at or near the top of practices known to significantly raise student achievement. For decades, formative assessment has been found to be effective in clinical settings and, more important, in typical classroom settings. Formative assessment produces substantial results at a cost significantly below that of other popular school reform initiatives such as smaller class size, charter schools, accountability, and school vouchers. It also serves as a practical diagnostic tool available to all teachers. A core component of formal and informal assessment procedures, formative assessment allows teachers to quickly determine if individual students are progressing at acceptable rates and provides insight into where and how to modify and adapt lessons, with the goal of making sure that students do not fall behind.
States, J., Detrich, R. & Keyworth, R. (2017). Overview of Formative Assessment. Oakland, CA: The Wing Institute. http://www.winginstitute.org/student-formative-assessment.
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.
Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using Curriculum-Based Measurement to Improve Student Achievement: Review of Research. Psychology in the Schools, 42(8), 795-819.
This white paper describes a multi-tiered set of interventions pitched at the population, community, and individual levels. This multi-tiered initiative would employ interventions at multiple touchpoints to ensure a broad reach across diverse communities and to offer strategies that are tailored to a child’s development stage.
Suskind, D., Kuhl, P., Leffel, K. R., Landry, S., Cunha, F., & Neckerman, K. M. (2013, September). Bridging the early language gap: a plan for scaling up. In A white paper prepared for the White House meeting on bridging the thirty-million-word gap. Retrieved from http://stagingharris. uchicago. edu/sites/default/files/White% 20Paper% 20Suskind_Leffel_Landry_Cunha (Vol. 209, No. 2030, p. 2020131).
This article layout two sets of findings: (1) what we know about the kind of instruction that weak readers need in kindergarten through second grade to prevent them from ever entering the downward spiral, and (2) what we know about the effectiveness of interventions that make use of this knowledge.
Torgesen, J. K. (2004). Preventing early reading failure. American Educator, 28(3), 6-9.
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.
VanDerHeyden, A. M., Witt, J. C., & Gatti, S. (2001). Descriptive Assessment Method to Reduce Overall Disruptive Behavior in a Preschool Classroom. School Psychology Review, 30(4).
The authors argue against the use of psychometric assessment as the primary or sole vehicle for diagnosing specific reading disability and delivered some suggestions.
Vellutino, F. R., Scanlon, D. M., & Tanzman, M. S. (1998). The case for early intervention in diagnosing specific reading disability. Journal of School Psychology, 36(4), 367-397.
This research looked at test score gaps for a range of populations: between boys and girls; between black, white, and Hispanic children; between the children and the mother’s education; between children in poor and nonpoor families; and the gaps between high-poverty and low-poverty schools. They wanted to know whether gaps grow faster during summer or the school year. They were unable to answer this question as the results were inconclusive. Although, von Hippel and Hamrock did find the total gap in performance from kindergarten to eighth grade, is substantially smaller than the gap that exists at the time children enter school. The conclusion is that gaps happen mostly in the first five years of life. study suggests students who are behind peers at the time they enter kindergarten should receive early remedial instruction as the most efficacious way to improve overall performance.
von Hippel, P. T., & Hamrock, C. (2019). Do test score gaps grow before, during, or between the school years? Measurement artifacts and what we can know in spite of them. Sociological Science, 6, 43-80.
A major goal of this article (and of our much larger book) is to communicate and adapt this knowledge base for effective use by educators in coping with the rising tide of antisocial students populating today's schools.
Walker, H. M., Ramsey, E., & Gresham, F. M. (2003). Heading off disruptive behavior: How early intervention can reduce defiant behavior—and win back teaching time. American Educator, 26(4), 6-45.
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.
Walker, H. M., Severson, H. H., Feil, E. G., Stiller, B., & Golly, A. (1998). First step to success: Intervening at the point of school entry to prevent antisocial behavior patterns. Psychology in the Schools, 35(3), 259-269.
This research monograph offers early childhood educators a foundational resource of information needed to develop inclusion practices.
Wolery, M., & Wilbert, J. S. (1994). Including Children with Special Needs in Early Childhood Programs. Research Monograph of the National Association for the Education of Young Children, Volume 6. National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036 (Order No. 145, $8 each; 5-49 copies, 10% discount; 50-99 copies, 20% discount; over 100 copies, 25% discount; orders under $20 must be prepaid)..
Two studies were conducted to examine the extent to which the category "learning disabilities" (LD) meets the major criterion for classification systems, specifically that the category demonstrates at least one universal and one specificfcharacteristic.
Ysseldyke, J., Algozzine, B., & Epps, S. (1983). A logical and empirical analysis of current practice in classifying students as handicapped. Exceptional Children, 50(2), 160-166.