The RMC curates a series of Resource Guides designed to provide researchers with a list of print, electronic, and software sources vital to the conduct of high-quality research. Our Resources Guides are compiled by teams of methodology experts, and vetted for quality by our Executive Team. We select sources for inclusion based on their quality, range of difficulty, pedagogical effectiveness, and usefulness in supporting the conduct of rigorous research.
The RMC’s Resource Guides are available to all researchers with an interest in staying current with in their research. Please feel free to download these guides for use in your own research or for use in your teaching.
As new guides are developed they will be added to our list. We will announce the publication of new lists through our listserv. If you would like to learn about new RMC resources as they become available and are not currently on our listserv, please send an email to the RMC at email@example.com and we will be happy to add you to the list.
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White Papers, Monographs and Briefs:
Editors: Scott Dueker, Nathan Hawk, Jennifer L. Nelson, Michael J. Nelson, Tracey Walterbusch, and Lauren A. Wargelin
Authors: Yahyahan Aras, Sidra S. Ayoub, Nivedita Bhaktha, Anna C. Brady, Keli Bussell, Scott Dueker, Stephanie Hall, Marcia Ham, Nathan Hawk, Benjamin R. Jenkins, Rachel C. Kearney, Yeoeun Kim, Amy E. Kulesza, Irina Kuznetcova, Meng-Ting Lo, Julius W. Mayo III, Taufik Mulyadin, Jennifer L. Nelson, Michael J. Nelson, Jamie L. Paulson, Marcos D. Rivera, Shannon Robinson, Yang Shi, Eman Tiba, Joni Tornwall, Matthew J. Van Jura, Tracey Walterbusch, Lauren A. Wargelin, and Kai Zhao
Abstract: Conditions for students in Ohio are decidedly unequal due to a number of disparities related to race/ethnicity, gender, and socioeconomic status. Racial and economic segregation, high drop-out rates among economically disadvantaged youth, and expanding income inequality for Ohio families all contribute to the increasingly dire portrait of inequality in the state. This monograph begins to reveal an overall picture of educational inequality in Ohio, and offers some suggestions for closing the gap. First, we focus on issues such as immigration, school discipline, special education, and teacher quality in the domain of K-12. Next we provide an overview of inequalities related to access and training in educational technology. We also explore the generally poor outcomes of the “virtual schools” now gaining popularity from primary to postsecondary levels. Finally, we focus on disparities in access to higher education due to rising costs of college, decreases in state funding for students, and gaps in college readiness. With that, we highlight the unequal outcomes of higher education for students from more disadvantaged backgrounds and question the assumption that college is always a good investment. Ultimately we hope to use this emerging picture of inequality in Ohio and the preliminary discussions of potential recommendations as a starting point to begin repairing existing disparities and to aim toward a more just future for the state.
Author: Richard G. Lomax
A new evaluation report from the International Data Evaluation Center (IDEC) points to continued effectiveness of the Reading Recovery program. Entitled, “Student Outcomes Among Strongest in 32-Year History,” the 2015-2016 IDEC Evaluation report found that both Reading Recovery and Descubriendo la Lectura have maintained strong effects on student progress across the length of the intervention. Students receiving these interventions have also demonstrated improved outcomes relative to students in comparison groups.