No abstract

The public narrative surrounding efforts to improve low-performing K–12 schools in the United States has been notably gloomy. But what is known empirically about whether school improvement works, which policies are most effective, which contexts respond best to intervention, and how long it takes? We meta-analyze 141 estimates from 67 studies of post–No Child Left Behind Act turnaround policies. On average, policies had moderate positive effects on math and no effect on English Language Arts achievement on high-stakes exams. We find positive impacts on low-stakes exams and no evidence of harm on nontest outcomes. Extended learning time and teacher replacements predict greater effects. Contexts serving majority-Latina/o populations saw the largest improvements. We cannot rule out publication bias entirely but find no differences between peer-reviewed versus nonpeer-reviewed estimates.

This study employs a sequential multiple assignment randomized trial (SMART) design to develop an adaptive intervention with personalized print and digital content for kindergarten to Grade 2 children (n = 273). In Stage 1, we ask whether it is better for children to receive an adaptive intervention based on (a) 10 conceptually coherent texts or (b) 10 leveled texts on a range of topics. In Stage 2, we ask how best to encourage nonresponding children. Findings indicate that children who received either conceptually coherent texts or leveled texts performed similarly on reading comprehension posttests, while augmenting and intensifying follow-up with gamification of the app and text messages to parents improved comprehension outcomes for nonresponders. Descriptively, we find that only 26% (n = 71) of parents accessed the app, highlighting the need for better implementation procedures to increase take up of app-based digital activities.

Evidence has shown that parental engagement over the summer can be critical for helping students. Recent interventions have found that text messaging to parents over the summer can lead to better reading scores for students (Kim, Armstrong, Burkhauser, Mesite, & Levya, under review; Kraft & Monti-Nussbaum, 2018). This study tests how to maximize the effectiveness of a text messaging campaign designed to support reading and use of an instructional app over the summer. We investigate three potential levers to correct informational gaps and misbeliefs among parents: goal setting at the beginning of the summer; provision of differentiated and personalized information about student progress; and reinforcing either the instrumental or entertainment values of reading or a combination of the two. Using a sample of approximately 5000 rising second-and third-grade students from thirty elementary schools, this study will systematically vary the types of messages that parents receive using a 2 x 2 x 3 factorial design. We assess outcomes in three primary domains: student engagement, parental engagement, and student reading comprehension.