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Accelerated Schools |
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Featured Publication
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Evaluating the Accelerated Schools Approach
A Look at Early Implementation and Impacts on Student Achievement in Eight Elementary Schools
2001. Howard S. Bloom, Sandra Ham, Laura Melton, Julieanne O'Brien.
Elementary schools charged with educating children at risk of academic failure have long faced a dilemma. The traditional approach to teaching at-risk students has been to offer remedial instruction that slows down the pace of learning, but research suggests that remediation makes it harder for students to join the educational mainstream. The solution offered by the Accelerated Schools approach — a "whole-school" reform now being implemented in more than 1,000 elementary and middle schools — is to "accelerate" the learning of all children. This report from MDRC's study of the reform in eight elementary schools finds that it significantly increased student achievement once the schools turned to making changes in curriculum and instruction. The results are based on an innovative analysis of third-graders' test scores in reading and math over an eight-year period.
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All Accelerated Schools Publications
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Designing and Analyzing Studies That Randomize Schools to Estimate Intervention Effects on Student Academic Outcomes Without Classroom-Level Information
Working Paper
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2011. Pei Zhu, Robin Jacob, Howard Bloom, and Zeyu Xu.
This paper provides practical guidance for researchers who are designing and analyzing studies that randomize schools — which comprise three levels of clustering (students in classrooms in schools) — to measure intervention effects on student academic outcomes when information on the middle level (classrooms) is missing.
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When Is the Story in the Subgroups?
Strategies for Interpreting and Reporting Intervention Effects on Subgroups
Working Paper
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2010. Howard S. Bloom and Charles Michalopoulos.
This revised paper examines strategies for interpreting and reporting estimates of intervention effects for subgroups of a study sample. Specifically, the paper considers: why and how subgroup findings are important for applied research, the importance of prespecifying subgroups before analyses are conducted, and the importance of using existing theory and prior research to distinguish between subgroups for which study findings are confirmatory, as opposed to exploratory.
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Evaluating the Accelerated Schools Approach
A Look at Early Implementation and Impacts on Student Achievement in Eight Elementary Schools
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2001. Howard S. Bloom, Sandra Ham, Laura Melton, Julieanne O'Brien.
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Measuring the Impacts of Whole-School Reforms
Methodological Lessons from an Evaluation of Accelerated Schools
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2001. Howard S. Bloom.
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