Jeffrey C. Wayman

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The Institute of Education Sciences (IES) publishes practice guides in education to bring the best available evidence and expertise to bear on the types of challenges that cannot currently be addressed by a single intervention or program. Authors of practice guides seldom conduct the types of systematic literature searches that are the backbone of a(More)
Accountability mandates such as No Child Left Behind (NCLB) have drawn attention to the practical use of student data for school improvement. Nevertheless, schools may struggle with these mandates because student data are often stored in forms that are difficult to access, manipulate, and interpret. Such access barriers additionally preclude the use of data(More)
Every child has the capacity to succeed in school and in life. Yet far too many children fail to meet their potential. Many students, especially those from poor and minority families , are placed at risk by school practices that sort some students into high-quality programs and other students into low-quality education. CRESPAR believes that schools must(More)
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Self-esteem was evaluated among Mexican American and White non-Latino adolescents. Three dimensions of self-esteem-(a) self-confidence, (b) competence, and (c) social acceptance-were assessed for concurrent and longitudinal relationships to alcohol use. Various concurrent relationships were found between dimensions of self-esteem and alcohol use. Only 1(More)
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