The Impact of Every Classroom, Every Day on High School Student Achievement: Results from a School-Randomized Trial

Autor/inn/en	Early, Diane M.; Berg, Juliette K.; Alicea, Stacey; Si, Yajuan; Aber, J. Lawrence; Ryan, Richard M.; Deci, Edward L.
Titel	The Impact of Every Classroom, Every Day on High School Student Achievement: Results from a School-Randomized Trial
Quelle	In: Journal of Research on Educational Effectiveness, 9 (2016) 1, S.3-29 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2015.1055638
Schlagwörter	Instructional Improvement; Intervention; Mathematics Achievement; Language Arts; English Instruction; Randomized Controlled Trials; Classroom Observation Techniques; Professional Development; High Schools; Student Diversity; Lunch Programs; Evidence; Scores; Standardized Tests; Grade 9; Grade 10; Statistical Analysis; Effect Size; Program Effectiveness; Outcomes of Education; Arizona; California; New York; Tennessee + Suchen Sie Ihr Suchwort? Unterrichtsqualität; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; English langauage lessons; Englischunterricht; High school; Oberschule; Mittagessen; Evidenz; Standadised tests; Standardisierter Test; School year 09; 9. Schuljahr; Schuljahr 09; Statistische Analyse; Lernleistung; Schulerfolg; Kalifornien
Abstract	Every Classroom, Every Day (ECED) is a set of instructional improvement interventions designed to increase student achievement in math and English/language arts (ELA). ECED includes three primary components: (a) systematic classroom observations by school leaders, (b) intensive professional development and support for math teachers and instructional leaders to reorganize math instruction, assessment, and grading around mastery of benchmarks, and (c) a structured literacy curriculum that supplements traditional English courses, with accompanying professional development and support for teachers surrounding its use. The present study is a two-year trial, conducted by independent researchers, which employed a school-randomized design and included 20 high schools (10 treatment; 10 control) in five districts in four states. The students were ethnically diverse and most were eligible for free or reduced-price lunch. Results provided evidence that ECED improved scores on standardized tests of math achievement, but not standardized tests of ELA achievement. Findings are discussed in terms of differences between math and ELA and of implications for future large-scale school-randomized trials. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06