Success for All: Schoolwide Improvement for Disadvantaged Students
Robert E. Slavin
Nancy A. Madden
Success for All is a whole-school approach designed to use all school staff and resources in an integrated way to ensure that all students in elementary and middle schools succeed, especially in reading. Begun in 1987 in Baltimore, it is now used widely in the US and UK, and on a smaller scale in the Netherlands. The main components of the approach include cooperative learning, extensive professional development, frequent assessment, tutoring for struggling students, parent involvement, and a whole-school leadership structure. Numerous evaluations, mostly by third parties, have found positive effects of Success for All on reading. This presentation will explain the development and current elements of Success for All, the research, the dissemination, and the place of this strategy in the evidence based reform movement in the US and UK.
25 years of school leagues tables, accountability and choice: Lessons from England
Centre for Multilevel Modelling
Graduate School of Education
University of Bristol
Education systems around the world increasingly use school performance measures derived from value-added statistical models to estimate school and teacher effects on student test scores and to reward and penalise schools and teachers accordingly. England has a 25-year history in this regard, additionally publishing schools’ performances in high profile ‘league tables’ to facilitate parental choice. In this talk, I will describe the evolution of school performance measures and statistical models brought about by successive English governments. I will then discuss the statistical challenges England has encountered when attempting to estimate school effects, including: measuring their stability and consistency, quantifying and communicating their statistical uncertainty, accounting for student mobility and missing data, and monitoring their influence on narrowing student achievement gaps. I will conclude with thoughts and recommendations for other education systems embarking on data-driven school accountability systems.
Designing Rigorous Evaluations of Educational Interventions
Jessaca Spybrook, PhD
Western Michigan University
Cluster randomized trials have become increasingly common designs to assess the impact of educational interventions. The process of planning and implementing a rigorous cluster randomized trial involves multiple steps. This talk will focus on three of those steps:
1) strategies for selecting the appropriate design,
2) given the specific design, steps for conducting power calculations to answer the What Works and For Whom or Under What Conditions questions, and
3) steps for increasing the credibility and transparency of the impact study through pre-registration of the design and analysis plan.
I will discuss the design considerations and power calculations using real examples from impact studies of educational interventions. I will demonstrate the features of pre-registration using the Registry of Efficacy and Effectiveness Studies in Education (REES), a registry specifically targeted at impact studies in education. REES was developed with support from the Institute of Education Sciences, the research branch of the U.S. Department of Education, and is set to launch in 2018.