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Florida Center for Reading Research

  • Home
  • About
    • Media Kit
    • 5-Year Strategic Plan
    • Bylaws
  • News
  • Projects
    • Accelerating Target Language to Achieve Success (ATLAS)
    • ARPA - Curriculum Study
    • Core Knowledge Language Arts (CKLA)
    • Developmental English Lexicon Project (d-ELP)
    • English Learners Voluntary Prekindergarten (EL VPK)
    • ESSA Evidence-Based Interventions for School Improvement Guides
    • Language Leaps
    • Project FLEX
    • Project OPAL
    • Project VOICES
    • Project Wordy
    • National Project on Achievement on Twins (NatPAT) COVID Study
    • Reading for Understanding
    • STELLAR
    • Teaching Together
    • Variable Vowel Collaborative
    • William T. Grant Foundation
  • Divisions
    • The Village
    • QMI
    • IRD
  • People
    • Center Leadership & Core Faculty
    • Research Faculty and Staff
    • Administrative Staff
    • Innovative Research Dissemination
    • QMI
    • Postdoctoral Researchers
    • The Village
    • Affiliated Faculty
    • All Faculty and Staff
    • Alumni Map
  • Resource Database
  • Student Experience
    • Students
    • Student Products
    • Campus M.A.P.
    • Courses
    • Fellowships
    • Graduate Career Development Resources
  • Support
  • Search 🔍

Audience Navigation

  • For Educators
  • For Leaders
  • For Families
  • For Communities
  • FCRR Student Center Activities
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  • Additional Resources
  1. Home

Leadership Characteristics and Practices in South Carolina Charter Schools

Source
https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4501
Description
The purpose of this descriptive study was to identify characteristics of charter school leaders in South Carolina.

Characteristics and Career Paths of School Leaders in North Carolina

Source
https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4557
Description
This study examines the demographics, educational attainment, licensures, and career paths of those who were assistant principals or principals ("school leaders") in North Carolina from 2001/02 through 2003/2004.

What is "Evidence-Based" as Defined by the Every Student Succeeds Act?

Source
https://ies.ed.gov/ncee/edlabs/infographics/pdf/REL_SE_What_is_Evidence-Based_a…
Description
This infographic defines "evidence-based" as it relates to the Every Student Succeeds Act.

Roles and Responsibilities of Implementation Team Members

Source
https://ies.ed.gov/ncee/edlabs/infographics/pdf/REL_SE_Roles_and_Responsibiliti…
Description
This infographic presents roles and responsibilities of implementation team members.

Completed Logic Model Template

Source
https://ies.ed.gov/ncee/edlabs/infographics/pdf/REL_SE_Complete_Logic_Model_tem…
Description
A completed logic model template.

Blank Logic Model Template

Source
https://ies.ed.gov/ncee/edlabs/infographics/pdf/REL_SE_Blank_Logic_Model_Templa…
Description
A blank logic model template.

Can Scores on an Interim High School Reading Assessment Accurately Predict Low Performance on College Readiness Exams?

Source
https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4464
Description
The purpose of this study was to examine the relationship between measures of reading comprehension, decoding, and language with college-ready performance.

A Guide to Developing and Evaluating a College Readiness Screener

Source
https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4503
Description
This guide describes core ideas for colleges to consider when developing a screening tool for estimating college readiness.

Investigating Developmental and College-Level Course Enrollment and Passing Before and After Florida's Developmental Education Reform

Source
https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4479
Description
This report compares enrollment and passing rates in developmental reading, writing, and mathematics courses.

Considerations for Planning and Implementing Literacy Coaching

Source
https://ies.ed.gov/ncee/edlabs/infographics/pdf/REL_CE_Considerations_for_Plann…
Description
This infographic presents four specific areas shown from the research to be important when planning for and implementing literacy coaching.

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Florida Center for Reading Research

2010 Levy Avenue, Suite 100

Tallahassee, FL 32310

850-644-9352

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