"Evidence Form"

Evidence Form is a 3-page legal document that was released by the U.S. Department of Education and used nation-wide.

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U.S. Department of Education
Evidence Form
A. Citation
B. Relevant Finding(s)
C. Overlap of Populations and/or Settings
U.S. Department of Education
Evidence Form
A. Citation
B. Relevant Finding(s)
C. Overlap of Populations and/or Settings
2. Citation and Relevance. Fill in the chart for each of the studies you are submitting to meet the evidence standards. If allowable under the program you are
applying for, you may add additional rows to include more than four citations. (See below for an example citation.)
C. Overlap of Populations and/or
A. Citation
B. Relevant Finding(s)
Settings
Graham, S., Bruch, J., Fitzgerald, J., Friedrich, L., Furgeson, J.,
(Table 1, p. 4) Recommendation 1 ("Explicitly teach
(Appendix D, Table D.2, pp. 70-72) Studies
Greene, K., Kim, J., Lyskawa, J., Olson, C.B., & Smither Wulsin, C.
appropriate strategies using a Model – Practice – Reflect
contributing to the “strong evidence”
(2016). Teaching secondary students to write effectively (NCEE
instructional cycle") is characterized as backed by "strong
supporting the effectiveness of
2017-4002). Washington, DC: National Center for Education
evidence."
Recommendation 1 were conducted on
Evaluation and Regional Assistance (NCEE), Institute of Education
students in grades 6 through 12 in urban and
Sciences, U.S. Department of Education. Retrieved from the NCEE
(Appendix D, Table D.2, pp. 70-72) Studies contributing
suburban school districts in California and in
website: https://ies.ed.gov/ncee/wwc/PracticeGuide/22. This report
to the "strong evidence" supporting the effectiveness of
the Mid-Atlantic region of the U.S. These study
was prepared under Version 3.0 of the WWC Handbook (p. 72).
Recommendation 1 reported statistically significant and
samples overlap with both the populations and
positive impacts of this practice on genre elements,
settings proposed for the project.
organization, writing output, and overall writing quality.
C. Overlap of Populations and/or
A. Citation
B. Relevant Finding(s)
Settings
U.S. Department of Education, Institute
(Table 1, p. 2) Dual enrollment programs were found to
(pp. 1, 19, 22) Studies contributing to the
of Education Sciences, What Works Clearinghouse. (2017,
have positive effects on students' high school completion,
effectiveness rating of dual enrollment
February). Transition to College intervention report: Dual Enrollment
general academic achievement in high school, college
programs in the high school completion,
Programs. Retrieved from
access and enrollment, credit accumulation in college,
general academic achievement in high school,
https://ies.ed.gov/ncee/wwc/Intervention/1043. This report was
and degree attainment in college, and these findings
college access and enrollment, credit
prepared under Version 3.0 of the WWC Handbook (p. 1).
were characterized by a "medium to large" extent of
accumulation in college, and degree
evidence.
attainment in college domains were conducted
in high schools with minority students
representing between 32 and 54 percent of the
student population and first generation college
students representing between 31 and 41
percent of the student population. These study
samples overlap with both the populations and
settings proposed for the project.
Bettinger, E.P., & Baker, R. (2011). The effects of student coaching in
The intervention in the study is a form of college
The full study sample consisted of "13,555
college: An evaluation of a randomized experiment in student
mentoring called student coaching. Coaches helped with
students across eight different higher
mentoring. Stanford, CA:
a number of issues, including prioritizing student
education institutions, including two- and four-
Stanford University School of Education. Available at
activities and identifying barriers and ways to overcome
year schools and public, private not-for-profit,
https://ed.stanford.edu/sites/default/files/bettinger_baker_030711.pdf
them. Coaches were encouraged to contact their
and proprietary colleges." (p. 10) The number
assignees by either phone, email, text messaging, or
of students examined for purposes of retention
Meets WWC Group Design Standards without Reservations under
social networking sites (pp. 8-10). The proposed project
varied by outcome (Table 3, p. 27). The study
review standards 2.1 (http://ies.ed.gov/ncee/wwc/Study/72030).
for Alpha Beta Community College students will train
sample overlaps with Alpha Beta Community
professional staff and faculty coaches on the most
College in terms of both postsecondary
effective way(s) to communicate with their mentees,
students and postsecondary settings.
suggest topics for mentors to talk to their mentees, and
be aware of signals to prevent withdrawal or academic
failure.
The relevant outcomes in the study are student
persistence and degree completion (Table 3, p. 27),
which are also included in the logic model for the
proposed project.
This study found that students assigned to receive
coaching and mentoring were significantly more likely
than students in the comparison group to remain enrolled
at their institutions (pp. 15-16, and Table 3, p. 27).
Paperwork Burden Statement: According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such
collection displays a valid OMB control number. The valid OMB control number for this information collection is 1894-0001. The time required to complete this
information collection is estimated to vary from 1 to 4 hours per response, with an average of 1.5 hours per response, including the time to review instructions, search
existing data sources, gather the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time
estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, D.C. 20202-4537. If you have comments or concerns
regarding the status of your individual submission of this form, write directly to the Office of Innovation and Improvement, U.S. Department of Education, 400 Maryland
Avenue, S.W., Washington, D.C. 20202
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