James S. Kim

Measuring Academic Proficiency Under the No Child Left Behind Act: Implications for Educational Equity:

The accountability requirements of the No Child Left Behind Act of 2001 place high-poverty schools and racially diverse schools at a disadvantage because they rely on mean proficiency scores and require all subgroups to meet the same goals for accountability. In this article, student achievement data from six states are used to highlight differences in the demographic characteristics of schools identified as needing improvement and schools meeting the federal adequate yearly progress requirements. School-level data from Virginia and California are used to illustrate that these differences arise both from the selection bias inherent in using mean proficiency scores and from rules that require students in racially diverse schools to meet multiple performance targets. The authors suggest alternatives for the design of accountability systems that include using multiple measures of student achievement, factoring in student improvement on achievement tests in reading and mathematics, and incorporating state accountability ratings of school performance.

Summer Reading and the Ethnic Achievement Gap.

A number of studies have shown that low-income and minority students undergo larger summer reading losses than their middle-class and White classmates, and that reading is the only activity that is consistently related to summer learning. The purpose of this study was to explore whether reading books during summer vacation improved fall reading proficiency, and whether access to books increased the volume of summer reading. The results from the multivariate regression analyses suggest that the effect of reading 4 to 5 books on fall reading scores is potentially large enough to prevent a decline in reading achievement scores from the spring to the fall. Furthermore, children who reported easy access to books also read more books. The findings have implications for designing school-based summer reading programs and for conducting future experiments that confirm the correlational findings from this study.

Scaffolding Voluntary Summer Reading for Children in Grades 3 to 5: An Experimental Study

The effects of a voluntary summer reading intervention with teacher and parent scaffolding were investigated in an experimental study. A total of 24 teachers and 400 children in Grades 3, 4, and 5 were randomly assigned to one of four experimental conditions: control, books only, books with oral reading scaffolding, and books with oral reading and comprehension scaffolding. Books were matched to childrens reading levels and interests. Children were pre- and posttested on measures of oral reading fluency (DIBELS) and silent reading ability (Iowa Test of Basic Skills [ITBS]). Results showed that children in the books with oral reading and comprehension scaffolding condition scored significantly higher on the ITBS posttest than children in the control condition. In addition, children in the two scaffolding conditions combined scored higher on the ITBS posttest than children in the control and books only conditions combined. Practical implications for summer voluntary reading interventions are discussed.

Effects of a Voluntary Summer Reading Intervention on Reading Achievement: Results From a Randomized Field Trial

The effects of a voluntary summer reading intervention were assessed in a randomized field trial involving 552 students in 10 schools. In this study, fourth-grade children received eight books to read during their summer vacation and were encouraged by their teachers to practice oral reading at home with a family member and to use comprehension strategies during independent, silent reading. Reading lessons occurred during the last month of school in June, and eight books were mailed to students biweekly during July and August. The estimated treatment effects on a standardized test of reading achievement (Iowa Test of Basic Skills) were largest for Black students (ES = .22), Latino students (ES = .14), less fluent readers (ES = .17), and students who reported owning fewer than 50 children’s books (ES = .13). The main findings suggest that a voluntary summer reading intervention may represent a scalable policy for improving reading achievement among lower performing students.

Teacher Study Group: Impact of the Professional Development Model on Reading Instruction and Student Outcomes in First Grade Classrooms

Randomized field trials were used to examine the impact of the Teacher Study Group (TSG), a professional development model, on first grade teachers’ reading comprehension and vocabulary instruction, their knowledge of these areas, and the comprehension and vocabulary achievement of their students. The multisite study was conducted in three large urban school districts from three states. A total of 81 first grade teachers and their 468 students from 19 Reading First schools formed the analytic sample in the study. Classroom observations of teaching practice showed significant improvements in TSG schools. TSG teachers also significantly outperformed control teachers on the teacher knowledge measure of vocabulary instruction. Confirmatory analysis of student outcomes indicated marginally significant effects in oral vocabulary.

The Effects of a Voluntary Summer Reading Intervention on Reading Activities and Reading Achievement.

The causal effects of a voluntary summer reading intervention on childrens reading activities and reading achievement were assessed in a randomized experiment involving 331 children in Grades 1-5. Children were pretested in the spring on a standardized test of reading achievement (Stanford Achievement Test, 10th ed.), on the Elementary Reading Attitudes Survey, and on a reading preference survey. At the end of the school year, children were stratified by their grade level and classroom and were randomly assigned to receive 10 books matched to their reading levels and preferences during summer vacation or after the administration of posttests. Children in the treatment group received books through airmail in July and August. In September, children were readministered the reading test and completed a survey of their summer reading activities. Although the treatment group reported reading more books and participating in more literacy activities than did the control group, there was no significant difference in reading achievement. Recommendations for enhancing the effects of voluntary reading through teacher-directed instruction and for conducting a replication study are discussed.

A Randomized Experiment of a Cognitive Strategies Approach to Text-Based Analytical Writing for Mainstreamed Latino English Language Learners in Grades 6 to 12

Abstract This study reports Year 1 findings from a multisite cluster randomized controlled trial of a cognitive strategies approach to teaching text-based analytical writing for mainstreamed Latino English language learners (ELLs) in 9 middle schools and 6 high schools. There were 103 English teachers stratified by school and grade and then randomly assigned to the Pathway Project professional development intervention or control group. The Pathway Project trains teachers to use a pretest on-demand writing assessment to improve text-based analytical writing instruction for mainstreamed Latino ELLs who are able to participate in regular English classes. The intervention draws on well-documented instructional frameworks for teaching mainstreamed ELLs. Such frameworks emphasize the merits of a cognitive strategies approach that supports these learners’ English language development. Pathway teachers participated in 46 hrs of training and learned how to apply cognitive strategies by using an on-demand writing assessment to help students understand, interpret, and write analytical essays about literature. Multilevel models revealed significant effects on an on-demand writing assessment (d = .35) and the California Standards Test in English language arts (d = .07).

Atypical Teratoid Rhabdoid Tumors (ATRTs): The British Columbia's Children's Hospital's Experience, 1986–2006

As “atypical teratoid rhabdoid tumors” (ATRTs) may mimic “small round blue cell tumors” (SRBCT), we reexamined our ATRT experience focusing upon INI‐1 immunohistochemistry (IHC). All high‐grade pediatric brain tumors occurring from 1986–2006 at our institution underwent INI‐1 IHC. Clinicopathologic data from each INI‐1 immunonegative case were reviewed. Additional genetic, epigenetic and IHC analyses (including interrogation of INI‐1 and CLDN6) were performed on a subset of the INI‐1 immunonegative cases. Twelve INI‐1 IHC negative tumors were identified retrospectively, of which only two previously carried the diagnosis of ATRT. Overall, the clinicopathologic and genetic data supported the assertion that all 12 cases represented ATRT. Unexpectedly, three long‐term survivors (4.2, 7.0 and 8.5 years) were identified. As hypothesized, “teratoid” and “rhabdoid” histologic features were relatively infrequent despite gross total resections in some cases. Methylation specific polymer chain reaction (PCR) (MSP) revealed a uniform methylation pattern across all cases and gene promoters tested (ie, MGMT, HIC1, MLH3 and RASSF1); notably, all cases demonstrated unmethylated MGMT promoters. Our data demonstate that a primitive non‐rhabdoid histophenotype is common among ATRTs and highlights the diagnostic importance of INI‐1 IHC. Epigenetically, the MGMT promoter is usually unmethylated in ATRT, suggesting that potential temozolomide‐based chemotherapy may be of limited efficacy.

ISLET ALLOGRAFT, ISLET XENOGRAFT, AND SKIN ALLOGRAFT SURVIVAL IN CD8

Despite extensive study, the immunologic mechanisms mediating allograft rejection have not been completely defined. In the current study, we evaluated the T cell subsets important in islet allograft, skin allograft, and islet xenograft rejection using a genetically engineered line of mice deficient in beta 2-microglobulin expression. Because these mice lack cell surface MHC class I expression, they are deficient in T cells of the CD8 subset (class I-restricted cytotoxic T cells). Pancreatic islet allografts transplanted to CD8+ T cell-deficient recipients showed prolonged survival compared with controls. No prolongation was observed in the survival of pancreatic islet xenografts or in the survival of skin allografts transplanted to the CD8+ T cell--deficient hosts. We conclude that CD8+ T cells play a prominent role in islet allograft, but not islet xenograft or skin allograft, rejection in mice.

Can a Mixed-Method Literacy Intervention Improve the Reading Achievement of Low-Performing Elementary School Students in an After-School Program? Results From a Randomized Controlled Trial of READ 180 Enterprise

The authors describe an independent evaluation of the READ 180 Enterprise intervention designed by Scholastic, Inc. Despite widespread use of the program with upper elementary through high school students, there is limited empirical evidence to support its effectiveness. In this randomized controlled trial involving 312 students enrolled in an after-school program, the authors generated intention-to-treat and treatment-on-the-treated estimates of the program’s impact on several literacy outcomes of fourth, fifth, and sixth graders reading below proficiency on a state assessment at baseline. READ 180 Enterprise students outperformed control group students on vocabulary (d = .23) and reading comprehension (d = .32) but not on spelling and oral reading fluency. The authors interpret the findings in light of the theory of instruction underpinning the READ 180 Enterprise intervention.