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May 2019 Newsletter

Dear Knowledge Network members,  

This month we have one original Wing Institute paper, Active Student Responding. The lead author on this paper is Jack States. This newsletter also includes summaries from six studies that we hope you will find of interest. This research includes work on classroom management, treatment integrity, reading outcomes, college graduation rates, low performing schools, and the latest trends in education. 


The Wing Institute

"I was reading the dictionary. I thought it was a poem about everything."

Steven Wright

Wing Original Papers

Active Student Responding

Active Student Responding (ASR) is a powerful set of low cost strategies teachers can use to improve student achievement. ASR occurs when a student makes a response by answering questions or responding in a variety of ways that communicates the student’s understanding of the content being taught during the lesson. The more opportunities the student has to respond, the increased likelihood the student is learning. This overview examines the impact of ASR, the practice elements that comprise ASR, as well critical issues that must be addressed if ASR is to have a greater impact in the nation's schools. Read more


What is the impact of classroom management for ethnically diverse student populations?


Classroom management for ethnic–racial minority students: A meta-analysis of single-case design studies. Demographic changes in the United States support the need to examine the impact of evidence-based classroom management interventions for students from ethic and racially diverse backgrounds. Research consistently shows African-American students receive harsher and exclusionary discipline. Studies also reveal that African American, Latinex, and Native American children are subject to punitive consequences disproportionate to their numbers in the population. The authors conclude there exists a need to increase the number of studies of diverse student populations when examining classroom management. They also find a need to improve upon the quality of available studies on the classroom management strategies. Read More

What practices improve teacher implementation of new practices?


An Investigation of Concurrent Validity of Fidelity of Implementation Measures at Initial Years of ImplementationMuch of the effectiveness of newly introduced educational practices is lost within 18 months after introducing the method in the classroom. Understanding why practices with solid research support fail is important in improving teacher effectiveness and for improving student performance. Research suggests practices implemented incorrectly are not likely to produce the desired outcomes. Research also finds that treatment fidelity (implementing practices as designed) begins to decline shortly after the new skill has been learned. This paper examines fidelity self-assessment and team-based fidelity measures in the first 4 years of implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Results show strong positive correlations between fidelity self-assessments and a team-based measure of fidelity at each year of implementation. Read More

Are current reading practices bridging the reading gap for student with disabilities?


Are Students with Disabilities Accessing the Curriculum? A Meta-analysis of the Reading Achievement Gap between Students with and without Disabilities. A critical goal of federal education policy is improving students with disabilities participation in grade level curriculum. This meta-analysis examines 23 studies for student access to curriculum by assessing the gap in reading achievement between general education peers and students with disabilities (SWD). The study finds that SWDs performed more than three years below peers. The study looks at the implications for changing this pictures and why current policies and practices are not achieving the desired results.  Read More

U.S. College Graduation Rates


Persistence, Retention, and Attainment of 2011–12 First-Time Beginning Postsecondary Students as of Spring 2017: First Look. This First Look report provides findings from the 2012/17 Beginning Postsecondary Students Longitudinal Study, a national survey of undergraduate students entering postsecondary education for the first time.  It looks at a cohort of beginning students over a six-year period of time, examining persistence, retention and attainment (degrees conferred). Read More

What are the latest trends in education?


The Condition of Education 2019 Newly ReleasedThe Condition of Education 2019 is produced by The Institute for Education Sciences (IES) National Center for Education Statistics (NCES). This annual publication is one of the best ongoing sources for tracking and analyzing important developments and trends in education over time using the latest available data. It is essential that education systems have feedback mechanisms at the macro level. The 2019 report presents 50 key indicators on important topics and trends in U.S. education. Read More


What is the latest data on low performing schools?


The Number of Low-Performing Schools by State in Three Categories (CSI, TSI, and ATSI), School Year 2018-19. Every Student Succeeds Act (ESSA) gives individual states significant flexibility as to how they identify “low performing schools”. This decision is extremely important as low performing school triggers mandates for states and districts to invest resources to improve them. The more schools identified, the bigger the responsibilities. ESSA identifies three categories of low-performing schools. Going from most intensive to least they include: Comprehensive Support and Improvement (CSI) schools, Targeted Support and Improvement (TSI) schools, and Additional Targeted Support and Improvement (ATSI) schools. 

The data show a wide range of results in terms of the percentage of schools identified as low performing. The overall range is 3% to 99%, with individual states spread out fairly evenly in between. Eight states identified over 40% of their public schools as low performing, eleven states 20%–40%, fifteen states 11%–19%, and thirteen states 3%–10%. This data suggests inconsistent standards reported across states. Read More

Recruiting Education Writers


Wing Institute 
Search for Education Research Writers

The Wing Institute is recruiting contract-based content writers in the field of evidence-based education. 
We are looking for professionals who can:
1) conduct literature reviews;
2) analyze the relevant data, research, and policies; and 
3) write succinct overviews for publication on our web site.
  • Positions to be filled by July 1, 2019.
  • Please send resume to Jack States at the Wing Institute:
Research topics will focus on the eight education drivers associated with student achievement and success in school. These drivers encompass essential practices, procedures, resources, and management strategies. Specific topics include but are not limited to:  skills for effective teaching, effective teacher training, quality of leadership, and external influences affecting student outcomes.
Those interested must be able to analyze both the quality and quantity of evidence studies to determine if current research meets a threshold of evidence for providing information to support the work of educators.
Criteria for inclusion is based on:
  • Quality: A continua of evidence prioritizing well designed randomized trials and single subject designed studies.
  • Quantity: A continua of evidence spotlighting meta-analyses and replications of single subject designed studies.
Each Overview consists of a summary of the research, graphics as needed, and citations, and supporting conclusions.
  • $2,000 for each Overview (2,500-5,000 words)
  • Author’s name on the publication
  • Working with other professional is the field of evidence-based education
  • Work with internal teams to obtain an in-depth understanding of evidence-based research.
  • Work remotely and supply your own equipment (computer)
  • Plan, develop, organize, write the above documents.
  • Analyze documents to maintain continuity of style of content and consistency with prior Wing Institute documents.
  • Recommend updates and revisions derived from updates in research.
  • Master’s degree in Education, Behavior Analysis, English, Psychology, Communication, or related degrees, is required.
Ability to deliver high quality documentation
  • Ability to communicate complex or technical information easily
  • Excellent written and verbal communication skills in English
  • Ability to write from the perspective of education policy makers, school administrators, teachers, and parents

Conference Presentations

Wing Powerpoint Presentations


We appreciate your interest in our activities and hope you find this information of interest. Read More

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