PEELS involves a nationally representative sample of children, ages 3 to 5 years at entrance to the study, with diverse disabilities who are receiving preschool special education services in a variety of settings. Topics covered in the report include changes in services and eligibility at times of transition, transitions into kindergarten, and social skills and problem behavior of young children with disabilities from 2003-04 to 2005-06.
The report found approximately 20 percent of children who transitioned from preschool to kindergarten were declassified each year. In contrast, of children who did not undergo a transition, less than 10 percent were declassified each year. Kindergarten teachers used, on average, five strategies to facilitate a child’s transition to kindergarten. However, the number of strategies used by kindergarten teachers varied significantly by district size, metropolitan status, and district wealth.
Parents' reports changed significantly for some of their children's social skills and behaviors, generally in the direction of improved social skills and fewer behavior problems. The percentage of parents who reported that their children's behavior was age appropriate increased significantly, from 58 percent in 2003-04 to 61 percent in 2005-06.
Complete report:
http://ies.ed.gov/ncser/pdf/20093016.pdf
Impact Evaluation of the U. S. Department of Education's Student Mentoring Program
This study provides rigorous information on the impact of the Student Mentoring Program funded through the U. S. Department of Education. The evaluation is a randomized controlled trial (RCT) in which students in the fourth through eighth grades were randomly assigned to either receive or not receive school-based mentoring from one of the U. S. Department of Education’s mentoring grantees. Students were compared on seventeen measures across four domains: school engagement, academic achievement, delinquent behavior, and prosocial behavior.
The evaluation found that for the full sample of students, the program did not lead to statistically significant impacts on any of the measures. In addition, the evaluation estimated impacts across five subgroups for each of the outcome measures, four of which were found to be statistically significant (i.e., increased self-reported scholastic efficacy and school bonding for girls, increased self-reported future orientation for boys, decreased truancy for students under age 12, and decreased self-reported prosocial behavior for boys).
These impact findings are in the context of several key program delivery findings. Thirty-five percent of the students who were assigned to the no-mentoring group received mentoring services, primarily from other providers in the community. Also, 14 percent of the students assigned to the mentoring group were never matched with a mentor. Of students assigned to the mentoring group and met with their mentors, the average was 1.1 hours per meeting, 4.4 times per month for 5.8 months.
Complete report:
http://ies.ed.gov/ncee/pubs/20094047/pdf/20094047_body.pdf
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