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Can scores on an interim high school reading assessment accurately predict low performance on college readiness exams?

A Systematic Review of the Relationships Between Principal Characteristics and Student AchievementThe purpose of this study was to examine the relationship between measures of reading comprehension, decoding, and language with college-ready performance. This research was motivated by leaders in two Florida school districts interested in the extent to which performance on Florida’s interim reading assessment could be used to identify students who may not perform well on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) and ACT Plan. One of the districts primarily administers the PSAT/NMSQT and the other primarily administers the ACT Plan. Data included the 2013/14 PSAT/NMSQT or ACT Plan results for students in grade 10 from these districts, as well as their grade 9 results on the Florida Assessments for Instruction in Reading – Florida Standards (FAIR-FS). Classification and regression tree (CART) analyses formed the framework for an early warning system of risk for each PSAT/NMSQT and ACT Plan subject-area assessment. PSAT/NMSQT Critical Reading performance is best predicted in the study sample by a student’s reading comprehension skills, while PSAT/NMSQT Mathematics and Writing performance is best predicted by a student’s syntactic knowledge. Syntactic knowledge is the most important predictor of ACT Plan English, Reading, and Science in the study sample, whereas reading comprehension skills were found to best predict ACT Plan Mathematics results. Sensitivity rates (the percentage of students correctly identified as at risk) ranged from 81 percent to 89 percent correct across all of the CART models. These results provide preliminary evidence that FAIR-FS scores could be used to create an early warning system for performance on both the PSAT/NMSQT and ACT Plan. The potential success of using FAIR-FS scores as an early warning system could enable districts to identify at-risk students without adding additional testing burden, time away from instruction, or additional cost. The analyses should be replicated statewide to verify the stability of the models and the generalizability of the results to the larger Florida student population.

Read the report at: http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4464

Self-study Guide for Implementing Early Literacy Interventions

A Systematic Review of the Relationships Between Principal Characteristics and Student AchievementThe Self-study Guide for Implementing Early Literacy Interventions is a tool to help district and school-based practitioners conduct self-studies for planning and implementing early literacy interventions for kindergarten, grade1 and grade 2 students. This guide is designed to promote reflection about current strengths and challenges in planning for implementation of early literacy interventions, spark conversations among staff, and identify areas for improvement. This self-study guide provides a template for data collection and guiding questions for discussion.

Read the report at: http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4520

A Systematic Review of the Relationships Between Principal Characteristics and Student Achievement

A Systematic Review of the Relationships Between Principal Characteristics and Student AchievementThis systematic review of the relationships between principal characteristics and student achievement was created for educators, administrators, policy-makers, and other individuals interested in a comprehensive catalogue of research on relations between principal characteristics and student achievement. It synthesizes what is known about associations between principal characteristics and student achievement; specifically it summarizes the studies, highlights the effects found by the studies, and describes the steps of the systematic review process used. Of the 52 studies included in the comprehensive review, only one used an experimental design, and a positive effect was found. An additional 38 quantitative and two mixed method studies provided evidence that some principal characteristics are positively correlated with student achievement. However, causal relationships could not be established. The remaining eleven qualitative studies mirrored the quantitative findings.

Read the report at: http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=412

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