No universal guideline exists for judging the practical importance of a standardized effect size, a measure of the magnitude of an intervention’s effects. This working paper argues that effect sizes should be interpreted using empirical benchmarks — and presents three types in the context of education research.
This issue brief, published by the National High School Center, suggests that transitions into high school can be eased when both structural and specialized curricula reforms are in place.
This policy brief, published by the National High School Center, focuses on five key challenges that states, districts, and schools should address to support a successful transition into high school.
This “snapshot,” published by the National High School Center, explains how Thomas A. Edison High School in Philadelphia implemented a Ninth-Grade Success Academy.
Relying on 427 classroom observations conducted over a three-year period, this study traces changes in teachers’ instructional practices in the First Things First schools.