Newly Published Research

Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students
This report presents findings from a randomized controlled trial designed to inform the decisions of policymakers who are considering using online courses to provide access to Algebra I in grade 8. It focuses on students judged by their schools to be ready to take Algebra I in grade 8 but who attend schools that do not offer the course. The study tested the impact of offering an online Algebra I course on students’ algebra achievement at the end of grade 8 and their subsequent likelihood of participating in an advanced mathematics course sequence in high school. The study was designed to respond to both broad public interest in the deployment of online courses for K–12 students and to calls from policymakers to provide students with adequate pathways to advanced coursetaking sequences in mathematics (National Mathematics Advisory Panel 2008). (Posted 12/13/11)

A Descriptive Analysis of State-Supported Formative Assessment Initiatives in New York and Vermont
This study examines two state-supported formative assessment initiatives that promote a consensus definition of formative assessment endorsed by the Council of Chief State School Officers. It describes the primary components of the two initiatives and the strategies that state, district, and school leaders report using to support implementation of each initiative. (Posted 11/22/11)

Impact of the Thinking Reader™ Software Program on Grade 6 Reading Vocabulary, Comprehension, Strategies, and Motivation
Improving adolescent literacy is a critical step toward improving adolescent academic achievement. “Adolescent literacy” commonly refers to the skills that students in grades 4–12 need in order to successfully learn by reading, as opposed to learning how to read, which is emphasized in earlier grades. This study evaluates the Thinking Reader™ software program on sixth-graders’ reading achievement and motivation to read. Thinking Reader™ for grades 5–8 by Tom Snyder Productions® is designed to improve middle school students’ reading vocabulary and comprehension by teaching seven evidence-based comprehension strategies. The study responds to an interest expressed by stakeholders to REL Northeast and Islands in improving literacy outcomes for students beyond elementary school. (Posted 4/4/11)

How Student and School Characteristics Are Associated with Performance on the Maine High School Assessment
Using multilevel regression models to examine how student characteristics, student prior achievement measures, and school characteristics are associated with performance on the Maine High School Assessment, the study finds statistically significant relationships between several of these variables and assessment scores in reading, writing, math, and science. (Posted 2/28/11)