The authors present results of a 2-year mixedmethods evaluation study of Advancement Via Individu... more The authors present results of a 2-year mixedmethods evaluation study of Advancement Via Individual Determination (AVID; 2006), an academic intervention initiative supported by the Advanced Placement (AP) Incentive Program that targets middle-achieving students who have been underrepresented in advanced classes and 4-year colleges and that aims to increase their AP course and college enrollment. Results of the evaluation provide a mixed review of program effectiveness by year of implementation and method of inquiry, with highlights including universal stakeholder support and statistically significant differences between AVID and comparison students on a number of academic variables. The authors discuss implications of findings and suggestions for data triangulation.
ABSTRACT Regardless of individual differences at kindergarten entry, schools have a mission to pr... more ABSTRACT Regardless of individual differences at kindergarten entry, schools have a mission to promote reading achievement for all students. Within-class ability grouping is an instructional strategy that has received attention for its potential benefits to students. The authors assessed the effects of within-class ability grouping on kindergarten reading growth by using data from the Early Childhood Longitudinal Study—Kindergarten Cohort. Results revealed that the frequency with which teachers used ability groups was positively associated with mean school gain in reading, suggesting that early literacy and reading improvement in kindergarten may be facilitated by the use of ability groups in reading.
... Requests for reprints should be sent to Sally M. Reis, Department of Educational Psychology, ... more ... Requests for reprints should be sent to Sally M. Reis, Department of Educational Psychology, University of Connecticut, 2131 Hillside Road, U–3007 ... Unfortunately, just as there is no universally agreed definition of gifted and talented learners, no univer-sal definition of gifted ...
ABSTRACT This study examined the differential impacts of SAT scores and high school rank, college... more ABSTRACT This study examined the differential impacts of SAT scores and high school rank, college academic level, motivational variables, and self-regulatory variables in explaining variance in the academic achievement of male and female collegians using structural equation modeling and multiple groups analyses. Significantly, in light of earlier research, we found no gender differences. Structural equation modeling accounted for 65% of the variance on cumulative GPA for females and 58% for males. Several effects in the model were of interest, such as the effects of the SAT-Verbal, high school rank, and motivation on other variables in the model.
In recent years, researchers and practitioners have become increasingly interested in students wh... more In recent years, researchers and practitioners have become increasingly interested in students who have both learning disabilities and intellectual gifts. Intellectually gifted students are defined as those who demonstrate outstanding ability to grapple with complexity, or superior academic potential. The definition of learning disability states that the level of performance in a particular academic area is substantially below what would be expected based on one's general intellectual ability and that this incongruity cannot be explained by lack of educational opportunity in that academic area. This article explores several controversial issues surrounding the identification of students as both gifted and learning disabled. How does a discrepancy manifest itself in a student who is intellectually gifted? Do gifted students with learning disabilities experience masking effects? How can we effectively identify intellectually gifted students with learning disabilities? In addition, we argue against the use of profile analysis to identify gifted students with learning disabilities. Finally, we propose guidelines for school psychologists to identify students with intellectual gifts and learning disabilities, and we provide suggestions for how to best serve this unique population of students within the school environment.
... Richard P. Zipoli Jr.1, Michael D. Coyne2, and D. Betsy McCoach2 ... Kappa-n values of .97 du... more ... Richard P. Zipoli Jr.1, Michael D. Coyne2, and D. Betsy McCoach2 ... Kappa-n values of .97 during story readings and .94 during extension activities were obtained for seven paired fidelity ratings, indicating excellent interobserver agreement (Watkins & Pacheco, 2000). ...
The authors present results of a 2-year mixedmethods evaluation study of Advancement Via Individu... more The authors present results of a 2-year mixedmethods evaluation study of Advancement Via Individual Determination (AVID; 2006), an academic intervention initiative supported by the Advanced Placement (AP) Incentive Program that targets middle-achieving students who have been underrepresented in advanced classes and 4-year colleges and that aims to increase their AP course and college enrollment. Results of the evaluation provide a mixed review of program effectiveness by year of implementation and method of inquiry, with highlights including universal stakeholder support and statistically significant differences between AVID and comparison students on a number of academic variables. The authors discuss implications of findings and suggestions for data triangulation.
ABSTRACT Regardless of individual differences at kindergarten entry, schools have a mission to pr... more ABSTRACT Regardless of individual differences at kindergarten entry, schools have a mission to promote reading achievement for all students. Within-class ability grouping is an instructional strategy that has received attention for its potential benefits to students. The authors assessed the effects of within-class ability grouping on kindergarten reading growth by using data from the Early Childhood Longitudinal Study—Kindergarten Cohort. Results revealed that the frequency with which teachers used ability groups was positively associated with mean school gain in reading, suggesting that early literacy and reading improvement in kindergarten may be facilitated by the use of ability groups in reading.
... Requests for reprints should be sent to Sally M. Reis, Department of Educational Psychology, ... more ... Requests for reprints should be sent to Sally M. Reis, Department of Educational Psychology, University of Connecticut, 2131 Hillside Road, U–3007 ... Unfortunately, just as there is no universally agreed definition of gifted and talented learners, no univer-sal definition of gifted ...
ABSTRACT This study examined the differential impacts of SAT scores and high school rank, college... more ABSTRACT This study examined the differential impacts of SAT scores and high school rank, college academic level, motivational variables, and self-regulatory variables in explaining variance in the academic achievement of male and female collegians using structural equation modeling and multiple groups analyses. Significantly, in light of earlier research, we found no gender differences. Structural equation modeling accounted for 65% of the variance on cumulative GPA for females and 58% for males. Several effects in the model were of interest, such as the effects of the SAT-Verbal, high school rank, and motivation on other variables in the model.
In recent years, researchers and practitioners have become increasingly interested in students wh... more In recent years, researchers and practitioners have become increasingly interested in students who have both learning disabilities and intellectual gifts. Intellectually gifted students are defined as those who demonstrate outstanding ability to grapple with complexity, or superior academic potential. The definition of learning disability states that the level of performance in a particular academic area is substantially below what would be expected based on one's general intellectual ability and that this incongruity cannot be explained by lack of educational opportunity in that academic area. This article explores several controversial issues surrounding the identification of students as both gifted and learning disabled. How does a discrepancy manifest itself in a student who is intellectually gifted? Do gifted students with learning disabilities experience masking effects? How can we effectively identify intellectually gifted students with learning disabilities? In addition, we argue against the use of profile analysis to identify gifted students with learning disabilities. Finally, we propose guidelines for school psychologists to identify students with intellectual gifts and learning disabilities, and we provide suggestions for how to best serve this unique population of students within the school environment.
... Richard P. Zipoli Jr.1, Michael D. Coyne2, and D. Betsy McCoach2 ... Kappa-n values of .97 du... more ... Richard P. Zipoli Jr.1, Michael D. Coyne2, and D. Betsy McCoach2 ... Kappa-n values of .97 during story readings and .94 during extension activities were obtained for seven paired fidelity ratings, indicating excellent interobserver agreement (Watkins & Pacheco, 2000). ...
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