by Ümmühan Yeşil Dağlı & Ithel Jones
This study utilized data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 to examine the longitudinal effects of delayed, early or on-time kindergarten enrollment and relative age on children’s reading and mathematics achievement from kindergarten to third grade. Data were analyzed using a propensity score stratification method and a cross-classified random effects model, adjusting for socio-demographic characteristics. Children in the delayed group entered kindergarten with higher reading and mathematics scores, yet achievement differences were negligible by the end of third grade. Relative age predicted children’s performances in reading and mathematics achievement. Typically, children who were older than their peers in the same class had higher academic achievement scores.
by Barbara Means, Yukie Toyama, Robert F. Murphy & Marianne Baki
This meta-analysis of the online learning literature includes 50 independent effects from controlled studies that contrasted either purely online or a blend of online and face-to-face instruction with a condition in which all instruction was conducted face-to-face. The meta-analysis found that on average, learners experiencing blends of online and face-to-face instruction learned modestly more than those whose instruction was entirely face-to-face.
This week education researcher Spyros Konstantopoulos discusses his co-authored paper, Class Size Effects on Reading Achievement Using PIRLS Data: Evidence from Greece. Watch and discuss this episode of The Voice on Vialogues.
by Iris C. Rotberg
The controversy over the Common Core is the most recent diversion from addressing the basic problems that contribute to the achievement gap between low- and high-income students. In the past decade, the focus has been on charter schools and testing. An enormous amount of time has been spent on promoting, implementing, and debating these initiatives in the hope that they would somehow narrow the achievement gap, even while poverty persisted and income and wealth gaps increased. These policies, which began with high—perhaps, more accurately, unrealistic—expectations, turned out to be irrelevant to narrowing the gap and, in some cases, reduced rather than expanded opportunities for low-income students. This commentary describes the futility of continuing to rely on “solutions” that do not address the underlying problems, serve only to detract attention from the far more fundamental changes that are needed, and risk increasing current inequities.
A remembrance of our former co-editor.
by Robert Calfee , Kathleen M. Wilson, Brian Flannery & Barbara A. Kapinus
This article presents a working model of the formative assessment process that we believe will be essential for effective implementation of the Common Core State Standards. Assessment for learning rather than testing of achievement is presented as a way of guiding teachers and students through the progressions needed to achieve college and career readiness.
by Gary Natriello
The editors of the Teachers College Record are pleased to announce the Annual Yearbooks for 2014.