Journal of Research on Educational Effectiveness最新文献

{"title":"Computer Assisted Learning and Academic Performance in Rural Taiwan","authors":"Yue Ma, Xinwu Zhang, C. Abbey, Derek Hu, Oliver Lee, Weiting Hung, Chiayuan Chang, Chyi-In Wu, Dimitris Friesen, Scott Rozelle","doi":"10.1080/19345747.2023.2279167","DOIUrl":"https://doi.org/10.1080/19345747.2023.2279167","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138594258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does Universal SEL Work under Typical Implementation Practices? Outcomes of a First Grade Effectiveness Trial","authors":"James C. DiPerna, Susan Crandall Hart, Pui-Wa Lei, Tianying Sun, Hui Zhao, Kyle Husmann, Xinyue Li","doi":"10.1080/19345747.2023.2279124","DOIUrl":"https://doi.org/10.1080/19345747.2023.2279124","url":null,"abstract":"The purpose of this study was to explore the effectiveness of a universal classroom-based social-emotional learning (SEL) program for first grade students. Forty classrooms from 13 elementary schoo...","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138563042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reading Skills Transfer Best from Home Language to a Second Language: Policy Lessons from Two Field Experiments in South Africa","authors":"Nompumelelo Mohohlwane, Stephen Taylor, Jacobus Cilliers, Brahm Fleisch","doi":"10.1080/19345747.2023.2279123","DOIUrl":"https://doi.org/10.1080/19345747.2023.2279123","url":null,"abstract":"In many countries, children need to become proficient in both their home language (L1) and an international language, such as English (L2). Governments face tradeoffs in how to prioritize these two...","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138562310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Is Reputational Pressure Enough to Create Competitive School Choice Effects? Evidence from Seoul’s School Choice Policy","authors":"Youngran Kim, Ron Zimmer","doi":"10.1080/19345747.2023.2276740","DOIUrl":"https://doi.org/10.1080/19345747.2023.2276740","url":null,"abstract":"During the pandemic, a number of states instituted hold-harmless funding policies to protect school district financially from declining enrollments. In addition, some school choice policies have pr...","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138540321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effective School District Policies and Practices: Synthesizing Theoretical Frameworks and Empirical Findings across Disciplines","authors":"David Blazar, Beth Schueler","doi":"10.1080/19345747.2023.2269923","DOIUrl":"https://doi.org/10.1080/19345747.2023.2269923","url":null,"abstract":"What guidance does research provide about how to improve school district performance in the United States? Despite over 30 years of inquiry on the topic of effective districts, existing frameworks ...","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138540346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Three-Year Outcomes for Low-Income Parents of Young Children in a Two-Generation Education Program","authors":"Elise Chor, P. Lindsay Chase-Lansdale, Teresa Eckrich Sommer, Terri Sabol, Lauren Tighe, Jeanne Brooks-Gunn, Hirokazu Yoshikawa, Amanda Morris, Christopher King","doi":"10.1080/19345747.2023.2273511","DOIUrl":"https://doi.org/10.1080/19345747.2023.2273511","url":null,"abstract":"AbstractIncreasingly, parents of young children need postsecondary credentials to compete in the labor market and meet basic family needs. This study uses a quasi-experimental design to examine the effects of CareerAdvance, a two-generation education intervention that offers postsecondary career training in healthcare for parents paired with Head Start for children. Overall, we find that CareerAdvance promotes low-income parents’ educational advancement during the first three years after program entry, with weaker evidence of benefits to career progress and psychological wellbeing, and no evidence of economic gains. The two-generation program promotes greater educational and career advancement among parents without postsecondary credentials at baseline, than for parents who began the program with postsecondary credentials. In contrast, exploratory analyses suggest that parents entering the program with postsecondary credentials experienced benefits to some individual markers of economic and psychological wellbeing within three years.Keywords: ParentsHead Starteducationpolicypropensity score Disclosure StatementNo potential conflict of interest was reported by the author(s).Open ScholarshipThis article has earned the Center for Open Science badge for Open Materials. The materials are openly accessible at https://doi.org/10.17605/OSF.IO/5NVM3.Additional informationFundingHealth Profession Opportunity Grant 90FX00100, Administration for Children and Families, U.S. Department of Health and Human Services. Health Profession Opportunity Grant-University Partnership 90PH0020, Administration for Children and Families, U.S. Department of Health and Human Services. W.K. Kellogg Foundation Grant P3020014. Foundation for Child Development Grant Northwestern 06-2014.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135240736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Spanish- and English-Language Literacy Impacts of <i>Descubriendo la Lectura</i> across Three Experimental Replications","authors":"Trisha H. Borman, Geoffrey D. Borman, So Jung Park, Bo Zhu, Scott Houghton","doi":"10.1080/19345747.2023.2269936","DOIUrl":"https://doi.org/10.1080/19345747.2023.2269936","url":null,"abstract":"AbstractWe present findings across three randomized trials of Descubriendo la Lectura (DLL), an intervention designed to improve literacy skills of Spanish-speaking first graders struggling with reading. DLL is a one-to-one Spanish-language literacy program lasting 12–20 weeks offered to a school’s lowest performing emerging bilingual first graders. Directly replicating procedures across three cohorts, we examined Spanish and English literacy outcomes for approximately 400 students across 30 schools, 10 districts, and five states. Analyses revealed statistically significant effects of student-level assignment to DLL on all 11 Spanish-language outcomes, with an average impact of d = 0.57. Impacts across the four English-language outcomes were positive but not statistically significant. Descriptive results suggest that the Spanish-language impacts are reliably replicated, most likely due to the intervention’s strong implementation supports.Keywords: Early literacyEnglish learnershigh-intensity tutoringrandomized controlled trialreplication Open ScholarshipThis article has earned the Center for Open Science badge for Open Data. The data are openly accessible at https://www.openicpsr.org/openicpsr/project/193586/version/V1/view.Disclosure StatementNo potential conflict of interest was reported by the author(s).Notes1 See https://ies.ed.gov/ncee/wwc.2 The WWC reviews of these studies are available at https://ies.ed.gov/ncee/wwc/study/89881 and https://ies.ed.gov/ncee/wwc/Study/90683.3 IdO is the Spanish version of RR’s Observation Survey (Clay, Citation2019), which tests six literacy tasks (letter identification, word test [i.e., reading vocabulary], concepts about print, writing vocabulary, phonemic awareness, and text reading) that, taken together, can measure emerging literacy abilities for early readers.4 The Logramos is an evidence-based Spanish-language literacy assessment that parallels the English-language Iowa Test of Basic Skills (ITBS) and is used to monitor growth and achievement in Spanish literacy skills.5 See https://charts.intensiveintervention.org/screening/tool/?id=77c5c64492268897.6 See https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Academic-Learning/Brief/Aprenda%3A-La-Prueba-de-Logros-en-Espa%C3%B1ol-%7C-Tercera-edici%C3%B3n/p/100000585.html.7 See https://riversideinsights.com/log_tercera.8 Specifically, we rank ordered the statistically significant findings within the domain in ascending order of the p-values, such that p1 ≤ p2 ≤ p3 ≤ p4 ≤ p5 ≤ p6 ≤ pM. For each p-value, p1-M, we computed: pi = αi/M, where i is the rank for pi, with i = 1, 2, . . . M; M is the total number of findings within the domain; and α is the target level of statistical significance.Additional informationFundingThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through [Grant #R305A160060] to the American Institutes for Research. The opinions expressed are","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135290915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Existing School Messaging Platforms to Inform Parents about Their Child’s Attendance","authors":"Tareena Musaddiq, Alexa Prettyman, Jonathan Smith","doi":"10.1080/19345747.2023.2264841","DOIUrl":"https://doi.org/10.1080/19345747.2023.2264841","url":null,"abstract":"AbstractSchool attendance is strongly associated with academic success and high school completion, but approximately one-in-seven students miss nearly one month of school each year. To address absenteeism, we partnered with four public school districts in the metro-Atlanta area and experimentally deployed email and text messages to inform parents about their child’s attendance. Parents received personalized monthly messages through the school districts’ existing messaging platforms that had zero marginal cost per message. The messages informed parents about their child’s number of absences and how that number compared to absences of their peers. For most parents, this information was delivered through email as opposed to text, and parents of students most in need of improved attendance were the hardest to reach. Intent-to-treat estimates show the intervention reduced end-of-year absences by four-tenths to two-thirds of a day (2 to 3%) and reduced the probability of chronic absenteeism by 2 to 6%, while actually receiving the messages reduced end-of-year absences by two-thirds to almost one day (3 to 4%) and reduced the probability of chronic absenteeism by 4 to 7%.Keywords: Chronic absenteeismattendance nudgesdistrict communication Disclosure StatementNo potential conflict of interest was reported by the author(s).Notes1 We use “parent” as a general term to represent a student’s caregiver, whether a parent or legal guardian.2 Our study only uses the district-wide messaging platform to contact parents. Parents may be contacted by school administration and teachers through various other ways (e.g., classroom apps) independent of this district-wide system. Our study does not include those means of communication and cannot speak to their effectiveness.3 Subsample analyses in the two districts that implemented the experiment with fidelity reveal similar improvements in attendance for students in grades K-8 (but not high school), and across gender, race, and most other demographic characteristics. However, we do not find a statistically significant improvement for Hispanic students or ELL students, despite the fact that the message was translated into the parents’ preferred language in the messaging platform.4 See Table A1 for a full list of studies and details in recent years.5 See, for example, Frey and Meier (Citation2004), Shang and Croson (Citation2009), Ferraro et al. (Citation2011), and Coffman et al. (Citation2017).6 See Nguyen (Citation2008), Jensen (Citation2010), Oreopoulos and Dunn (Citation2013), Dinkelman and Martínez (2014) for evidence on how education outcomes improve after parents or students are informed about the returns to, or costs of, educational investments. Bettinger et al. (Citation2012) is an example in which information alone was insufficient for improving educational attainment.7 For a more detailed review on nudges in education, please see Damgaard and Nielsen (Citation2018).8 See Table A1 for details about the location, t","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135933242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can a Developmental Education Reform Promote Momentum to Mid-Term and Longer-Term Student Success? Evidence from Florida","authors":"Christine G. Mokher, Toby J. Park-Gaghan, Shouping Hu","doi":"10.1080/19345747.2023.2269924","DOIUrl":"https://doi.org/10.1080/19345747.2023.2269924","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135322569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cost-Effectiveness of Algebraic Technological Applications","authors":"Matthew Finster, Lauren Decker-Woodrow, Barbara Booker, Craig A. Mason, Shihfen Tu, Ji-Eun Lee","doi":"10.1080/19345747.2023.2269918","DOIUrl":"https://doi.org/10.1080/19345747.2023.2269918","url":null,"abstract":"COVID-19 contributed to the largest student performance decline in mathematics since 1990. The nation needs cost-effective mathematic interventions to address this drop and improve students’ mathematics performance. This study presents a cost-effectiveness analysis (CEA) of three algebraic technological applications, across four conditions: From Here to There (FH2T), Dragon Box 12+ (DragonBox), Immediate Feedback and Active Control. This CEA study uses impact measures from a student-level randomized control trial comparing student learning from the three treatment conditions to the Active Control condition with an analytic sample of 1,850 middle school students across 9 schools, 34 teachers, and 127 classes. The results from the CEA indicate FH2T costs $39 per student and produces an average effect of 0.135 on algebraic achievement resulting in a cost-effectiveness ratio of $291. DragonBox costs $55 per student and produces an average effect of 0.269 on algebraic achievement resulting in a cost-effectiveness ratio of $206. Overall, the current CEA study demonstrates the efficiency of FH2T and DragonBox as low-cost interventions for improving students’ algebraic performance and addressing the nation’s decline in mathematics.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}