Data-Driven Education Insights

  Read the full article here The Surprising Teacher Factors that Actually Impact Teen Reading Achievement As parents and educators, we often wonder: what truly makes a difference in helping teenagers become strong readers? Is it about hiring teachers with the most advanced degrees? Should we focus on reducing class sizes? Or is teacher experience the key? My recent research with Dr. Kouider Mokhtari provides some surprising answers to these questions - with findings that challenge conventional wisdom about what makes for effective reading instruction. The Surprising Truth About What Works (And What Doesn't) Our study examined data from the 2018 Program for International Student Assessment (PISA), analyzing how various teacher characteristics and school composition factors influenced the reading scores of 15-year-old students across the United States. Here's what we discovered: What Really Makes a Difference: Teacher experience matters - Each additional year of teaching ...

  Read the full article here Why Your Child's Academic Success May Have Little to Do with Their School As parents, we often agonize over which school district to live in or whether private education is worth the investment. We research school rankings and teaching philosophies, believing these choices will determine our children's academic trajectory. But what if I told you that the type of school your child attends might matter far less than other factors in your home? My recent research examining data from over 4,800 American 15-year-olds reveals something surprising: when it comes to reading, math, and science performance, family background factors overwhelmingly outweigh school characteristics. The Hidden Drivers of Academic Achievement In 2018, American students participated in the Program for International Student Assessment (PISA), a global test measuring 15-year-olds' abilities in reading, math, and science. By analyzing this comprehensive dataset, I uncovered patte...

  Read the full article here The achievement gap between English Learners (ELs) and native English speakers has persisted for decades in American schools. But what if I told you that how we prepare teachers could make a significant difference in closing this gap? New research from the University of Central Florida provides compelling evidence that specially trained teachers can dramatically reduce achievement disparities, helping all students reach their potential regardless of their language background. The Challenge: Understanding Achievement Gaps In American classrooms, English Learners consistently score below their English-speaking peers on academic assessments. This isn't because these students lack ability—it's a complex educational challenge requiring innovative solutions. Our recent study published in the Florida Journal of Educational Research investigated whether a specialized teacher preparation program called the "One-Plus model" could help address th...