Dear Knowledge Network members,
Spring is finally here, along with our March Newsletter. This month we have one original Wing Institute paper, Chronic Student Absenteeism: A Significant and Overlooked Obstacle to Student Achievement. This newsletter also includes summaries from four studies that we hope you will find of interest. This research includes work on learning strategies, team-based learning, smarter teachers, and challenges faced by racial and ethnic groups in navigating the education system.
The Wing Institute is currently requesting applications for our $5,000 annual student grant. Please pass the word on to any faculty or to students who may be interested in applying.
“One child, one teacher, one book and one pen can change the world.” Malala Yousafzai, 2014.
Sincerely,
The Wing Institute
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Decades of research document the significant negative impacts of student absenteeism on academic achievement, emotional development, graduation, health, and long-term success (Gottfried, 2015). Yet, until just a few years ago, the U.S. K–12 education system was virtually unaware that it had a chronic student absenteeism problem. Prior to that time, chronic absenteeism was never tracked by school systems, let alone addressed. A recent analysis of the data revealed that a significant number of students (one in seven) were chronically absent, defined as missing 10% of school days (Balfanz & Brynes, 2012). And that was the threshold number. Many students identified as chronically absent missed more than 10%. The corresponding negative impacts worsen with every additional day of school missed.
This overview looks at the best available evidence on chronic student absenteeism in the context of (1) the scale of the problem at all levels of the education system: national, state, school, and grade; (2) the impact on student academic performance, graduation, health, and financial impact on school districts; (3) impact multipliers that exacerbate chronic absenteeism, such as poverty, student mobility, homelessness, and disciplinary suspensions; and (4) interventions utilizing a public health tiered model for different levels of action depending on need, a performance feedback system to track and modify the results of each intervention, and coordination of resources across a wide range of education stakeholders. Read more
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The Wing Institute is happy to announce our request for research proposals for students who are interested in receiving the Wing Institute's annual research grant. Past recipients have gone on to conduct notable research furthering the field of evidence-based education. Award winners research can be found at Winginstitute.org.
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Ramon Barreras, University of California
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Kristy Lee Park, University of Louisville
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Daniel Maggin, Vanderbilt
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Nick Gage, University of Missouri
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Christina Pankow, University of Wisconsin
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Benjamin Solomon, University of Massachusetts
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Cara Anne Vaccarello, University of Wisconsin
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Natalie Romer, University of Oregon
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Ashley MacSuga-Gage, University of Connecticut
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Mary Sawyer, Ohio State University
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Michelle Massar, University of Oregon
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Shanna Hirsch, University of Virginia
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Laura Kern, University of Connecticut
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John Romig, University of Virginia
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Malynda Tolbert, University of Utah
The purpose of the Graduate Research Funding is to:
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Sponsor and promote new research in areas of evidence-based education, including: efficacy research, effectiveness research, implementation, and monitoring
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Sponsor and promote new research across disciplines, types of research, and venues
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Encourage graduate students to focus their future professional work in this subject area, increasing the number of professionals dedicated to the field of evidence-based education
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Disseminate research findings for application in real world” settings, further bridging the gap between research and practice. Read More
Funding: The maximum grant is $5,000.
Applications available: Immediately
Application deadline: May 15, 2019
Funding decisions: June 15, 2019
Application
Application instructions
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The Effect of Teaching "Learning Strategies" on Academic Achievement. Two recent studies have been published in Turkey on the topic of teaching learning strategies. These studies examine the effect of learning strategies on student academic achievement. Both meta-analyses find teaching learning strategies has a significant positive effect size on student achievement. Read More
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The Effect of Team-Based Learning on Content Knowledge: A Meta-Analysis. As educators struggle with finding interventions that make a difference, focus increasingly shifts to pedagogy and how teachers deliver instruction. This meta-analysis examines the impact of team-based learning strategies on achievement and student engagement. The study finds that team-based strategies were found to have a positive impact on grades, test performance, and engagement. Read More
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The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. This new research addresses a number of critical questions: Are a teacher’s cognitive skills a good predictor of teacher quality? Using this measure, does teacher quality account for the wide variation of student achievement across ours and other nations? This study examines the student achievement of 36 developed countries in the context of teacher cognitive skills.
Multiple approaches were used to examine the data and the researchers found that: (1) there was great variability in both student achievement and teachers’ cognitive skills across countries, (2) the higher the teachers’ cognitive skills, the more academically successful the students, (3) the effects were more pronounced within a subject area (teachers with higher numeracy skills in math produced higher student achievement in math than reading and vice versa), and (4) students performed better where teachers had higher salaries. Read More
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Status and Trends in the Education of Racial and Ethnic Groups 2018. This report examines key indicators on the educational progress and challenges students face in the United States by race/ethnicity. There is extensive data on thirty indicators across home, K-12 education, and postsecondary environments, including: demographics, education participation, achievement, student behavior, completion rates, and post school results. Read More
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We appreciate your interest in our activities and hope you find this information of interest. Read More
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