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Individualized instruction. --- Individualized education programs. --- IEPs (Education) --- Individual education plans --- Individual education programs --- Education --- Individualized instruction --- Differentiation (Education) --- Individual instruction --- Tutors and tutoring --- Individualized education programs --- Mastery learning --- Open plan schools

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Hurricane Katrina was the most costly and devastating natural disaster in U.S. history. It and Hurricane Rita combined left the Gulf region with tremendous challenges for recovery and the need to rebuild infrastructure and reestablish services. This report focuses on the displacement of approximately 200,000 public school students in Louisiana. To help guide educators and policymakers in their ongoing responses to this disaster and in their preparations for future events, this technical report documents many of the short-term effects of the movements of students caused by the storms. Focusing on the Louisiana public school system, it explores the experiences of displaced students during the first academic year following the hurricanes: their movements among schools, the durations of enrollments at each site, time out of school, and the number and characteristics of students fitting each of four patterns of movement. It also reports on the effects of the displacement on schools and their students, and policies adopted in response to serving displaced students. Using Louisiana's student data system, we obtained information about all students in the state who entered or exited a public school at any time during the 2005-06 school year because of the hurricanes, and we surveyed principals from a stratified sample of schools serving displaced students statewide. The student displacement due to Hurricanes Katrina and Rita persisted throughout the entire 2005-06 school year; 55 percent of the displaced students ended the school year outside their original schools. The students who remained displaced were disproportionately minority students and students who had been achieving poorly prior to the storms. But even among those students who have returned to their original schools, a substantial amount of schooling was lost, and the effects of the storms linger. Principals reported that displaced students, both those who have returned to their original schools and those who have enrolled elsewhere in the state, exhibited several common symptoms of trauma. In some schools, the displaced students were more likely than others to engage in fighting, arguing, bullying, eating or playing in isolation, and violating school rules; they were less likely to engage in school clubs, activities, social events, or sports teams. Principals also frequently reported that displaced students were more likely than preexisting students to need mental health counseling. Schools throughout the state and the nation will continue to be called on to serve displaced students, and it is imperative that they obtain the resources they need to serve them well. Policies and resources to help teachers manage their own hurricane-related problems and mental health needs might ultimately improve the services teachers provide to students. Finally, education officials at both the state and local levels would benefit from better access to complete and accurate student records and a national system to coordinate two-way sharing of student information across state boundaries.

Education --- Internally displaced persons --- Disaster victims --- Public schools --- Demographic aspects

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This report evaluates the effects of Lexia® Core5® Reading (Core5) — a product of Lexia Learning Systems — on the reading achievement of students in grades 3–5 during the 2021–2022 academic year. Core5 is a program that focuses on various student literacy skills, such as fluency, vocabulary, and comprehension. This report represents the first study in a broader effort to develop independent and rigorous research evidence about the effects of Core5 on student achievement. The authors compared the performance of students in a school district that used Core5 with similar students in similar schools across the United States that did not use Core5. The analyses estimated that students who used Core5 experienced larger reading achievement gains, on average, than their counterparts in the matched comparison group. Differences in outcomes measured in this study are likely to have been caused by Core5 use, but the methods used cannot unambiguously rule out selection bias to establish that causality. Moreover, study results might not generalize to all grades in which Core5 is offered or to all U.S. schools.

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Media literacy (ML) education has emerged as a promising approach to slowing the spread of Truth Decay, described as the diminishing role that facts, data, and analysis play in political and civil discourse. Several factors contribute to Truth Decay, including a rapidly evolving information ecosystem and overburdened educational institutions. Many teachers believe their students lack the complex skills that are necessary to navigate today's information-saturated world. This gap—between students' existing competencies and those required to engage responsibly in a fast-paced media environment—could lead to negative consequences for individuals and society writ large. However, teachers report a lack of guidance around promoting ML education in their practice, and rigorous research about what kinds of ML education work best, and in what conditions, remains limited. This report presents a framework for implementing and evaluating ML educational efforts. Following an introduction to the framework, the authors discuss six steps of ML implementation and evaluation: setting ML learning expectations; identifying conditions that can influence ML instructional efforts; exploring instructional resources; identifying measures of ML competencies; monitoring progress; and finally, measuring the summative impacts of ML education on student learning. By bringing this information together for implementors—such as district decisionmakers and teachers—as well as evaluators, the authors emphasize the important connections between these too often separate groups.

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The Carnegie Corporation of New York's (CCNY) Opportunity by Design (ObD) initiative provided support for 16 small schools of choice in seven large, urban districts across the United States to adopt a set of design principles intended to ensure students are prepared for college and careers. CCNY engaged the RAND Corporation in 2014 to conduct a comprehensive study of the ObD initiative. This final report summarizes implementation and outcomes findings from this five-year study and is intended to provide lessons and implementation guidance for the field. The authors estimate the effects of the ObD initiative on student academic, behavioral, and college-readiness outcomes and describe implementation of innovative instructional practices (personalization of learning, mastery-based instruction, and positive youth development) in the final year of the initiative. Enablers of implementation included alignment of school and district grading policies in some districts and autonomy from district curriculum and professional development (PD) requirements. Barriers to implementation in ObD schools included limited district support for selecting or developing curriculum and PD materials and inflexible district policies. The study compared ObD teachers' instructional practices to those of high school teachers nationally. ObD teachers reported more extensive use of instructional practices related to mastery-based learning, personalization, and positive youth development.This research did not find much evidence that ObD's principles-based design process and supports led to more effective schools, but limitations of the study design and available data may not have adequately captured ObD's effects.