Stockard, Jean

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Open Access
Academic Kindergarten and Later Academic Success: The Impact of Direct Instruction
(National Institute for Direct Instruction (NIFDI), 2008-12) Engelmann, Kurt; Stockard, Jean
The National Reading Panel recently concluded that pre-literacy and early literacy instruction is appropriate for kindergarten students and an important element of promoting higher achievement in later grades. This paper examines the relationship of receiving the Direct Instruction (DI) kindergarten curriculum, Reading Mastery, on students’ oral reading fluency in first and second grade. Data from several hundred students in two different schools are analyzed. Achievement was measured using the Dynamic Indicators of Basic Skills (DIBELS). Results indicate that the students who received Direct Instruction kindergarten had significantly higher achievement in early elementary school. These results replicate those found in other studies, providing consistent evidence of the effectiveness of Direct Instruction kindergarten instruction in promoting later academic achievement.
Open Access
Academic merit, status variables, and students' grades
(University of Georgia, 1985-09-01) Stockard, Jean; Dwight, Lang; Wood, J. Walter
Students' grades are important mechanisms for advancement and success in life. Grades are criteria for college admission and academic awards, and they undoubtedly influence the encouragement and advice students receive regarding their future plans. In using grades in these ways it is assumed that they reflect students' actual achievement. This paper examines this assumption by looking at the extent to which ability, social class, and gender, as well as achievement. influence students' grades in school. Earlier work is extended by including both gender and social class in the analysis and by examining influences on students' grades in each year from the 7th- to the 12th-grade and both the total grade average and marks in the subject areas of mathematics and English. The total grade averages were examined because they have most often been the focus of other studies. English and mathematics grades were examined because of the centrality of these disciplines to the school curriculum and because of the association of achievement in these areas with both gender and social class.
Open Access
Active Community Environments and Health: The Relationship of Walkable and Safe Communities to Individual Health
(Taylor & Francis Group, 2006) Doyle, Scott; Kelly-Schwartz, Alexia; Schlossberg, Marc; Stockard, Jean
The literature suggests that individuals will be healthier if they live in Active Community Environments that promote exercise and activity. Two key elements of such environments are walkability and safety. Examining data from the National Health and Nutrition Examination Survey III, 1988–1994 and using a multilevel analysis, we found that individuals who live in counties that are more walkable and have lower crime rates tended to walk more and to have lower body mass indices (BMIs) than people in less walkable and more crime-prone areas, even after controlling for a variety of individual variables related to health. Among lifelong residents of an area, lesser walkability and more crime were also associated with respondents reporting weightrelated chronic illness and lower ratings of their own health. The effect of high crime rates was substantially stronger for women than for men, and taking this interaction into account eliminated gender differences in walking, BMI, weight-related chronic conditions, and self-reported poor health. The results suggest that to promote activity and health, planners should consider community walkability, crime prevention, and safety.
Open Access
Addressing Gender Equity in the Physical Sciences: Replications of a Workshop Designed to Change the Views of Department Chairs
(Begell House, 2011-02) Greene, Jessica; Lewis, Priscilla; Richmond, Geraldine; Stockard, Jean
This research note presents data on the replication of a carefully planned intervention to increase the commitment of department chairs in the physical sciences to the hiring and career advancement of women. Three separate workshops for department leaders in chemistry, physics, and material science were held. Participants’ views regarding factors that affect attracting women candidates, the hiring of women faculty, and barriers to women’s career progress changed significantly from before attending the workshop to after attending. When differences occurred between the disciplines, changes were most apparent for chemistry department chairs. Reasons presented for these differences included variations in the representation of women in the field and elements included in the chemistry workshop that involved greater public acknowledgment of needs for change.
Open Access
An Analysis of Achievement Scores of Arthur Academy Schools, 2007 to 2013
(National Institute for Direct Instruction (NIFDI), 2014-08-07) Arthur, Charles; Stockard, Jean
Arthur Academies are a set of six charter elementary schools in the greater Portland, Oregon metropolitan area. The mission of the schools is “to accelerate educational achievement and academic competency of all its students” and “to become an effective and innovative model of instruction that can influence teaching practices in other schools” (Arthur, 2009- 10, p. 1). This report examines data on the academic achievement of Arthur students from six consecutive school years: 2007-2008 through 2012-2013 and shows how the schools are accomplishing this mission. The data indicate that, at the start of kindergarten, Arthur students had achievement scores that were similar to or slightly lower than students in the nation as a whole. However, by the end of kindergarten they had achievement scores that were significantly higher than their peers. This high level of achievement persists, and even increases, through later grades. The body of the text below includes selected figures to illustrate this phenomenon. Tables with the supporting data and explanations of the statistical analyses are in the appendix.
Open Access
Analysis of Pre- and Post-Workshop Questionnaires From 2014 Transformational Resiliency Workshops
(International Transformational Resilience Coalition, 2015-01-26) Stockard, Jean
Surveys given to participants in five Transformational Resilience Leaders Self-Care workshops in 2014 show an extremely positive response from participants especially in terms of how much they learned and the usefulness of this information from the workshop. Data on participants in these workshops indicated that they had relatively good self-care and resilience skills and rated themselves as moderately resilient prior to the workshop. However, at the end of the workshop the vast majority (87+%) reported that they had learned a great deal, believed they had obtained skills that will enable them to be much more resilient, and that they would be very likely to use what they had learned in their work. They also gave very high ratings to the way in which the workshop was conducted. In other words, the vast majority of attendees reported that the workshop was very valuable in enhancing their personal resilience skills and their ability to help other people develop resilience skills and practices. Interestingly, those who reported the most positive views of the workshop were those who had higher self-rated skills prior to attendance. There were some differences in results among the five workshops with those in the Portland workshop reporting lower levels of resiliency prior to attending and being somewhat less likely to report that they had learned a great deal or would use what they had learned in their work. However, none of the attendees at the Portland workshop had negative views. Around half of the Portland participants noted that work was their reason for attending the workshop, which is a higher percentage than other workshops and could be part of the reason for these differences. However, it is impossible to tell from the present data set the source of these admittedly very small differences. An additional comparison analysis was completed after the first two Leaders Self- Care Workshops: March 2014 in Eugene, Oregon and June 2014 in Oakland, California. In places as seemingly dissimilar as Eugene and Oakland, the Transformational Resilience Leaders Self-Care Workshop had very similar and very positive responses, which strongly suggests that the methods and skills covered in the workshops are effective in building resilience skills and are applicable to different populations facing very different traumatic stresses.
Open Access
An Analysis of the Fidelity Implementation Policies of the What Works Clearinghouse
(Mary Lou Fulton Teachers College, 2010) Stockard, Jean
A large body of literature documents the central importance of fidelity of program implementation in creating an internally valid research design and considering such fidelity in judgments of research quality. The What Works Clearinghouse (WWC) provides web-based summary ratings of educational innovations and is the only rating group that is officially sponsored by the U.S. Department of Education. Yet, correspondence with the organization indicates that it disregards information regarding implementation fidelity in its summary ratings, relying on “replicated findings” and suggesting that any fidelity issues that “may have arisen are averaged.” This paper demonstrates the fallacy in this logic. Simulations show that the policy minimizes the positive impact of highly effective programs and the negative impact of highly ineffective programs. Implications are discussed.
Open Access
An Analysis of the Relative Influences of Urbanization, School Size, and School Climate on Student Achievement
(University of Oregon, 1983-07) Stockard, Jean
The project will investigate the relative influence of school size, community type, and school climate on students’ achievement. The results will be relevant to policymakers concerned with enhancing student achievement and faced with the possibility of school closures. In contrast to other studies of school climate, which have focused on the SES composition of the student body and student’s and faculties values and norms regarding academic work, this project will focus on students’ and faculties “expressive/communal” orientation. This orientation is hypothesized to be related to the ability of a school to provide a safe, humane, and supportive atmosphere for learning, noted as an important variable in studies of effective schools. It may also be related to the size of the school and its community environment. In the first year the proposed model will be examined using data from two existing data sets. In the second year the results of the first year will be used to develop case studies of 6 high schools using survey and ethnographic methods to examine how school climate develops and how it is related to the other variables. The work is expected to result in articles and a monograph suitable for use by practitioners as well as researchers.
Open Access
Approaches to the Cross-Racial Adoption Situation
(University of Oregon, 1973) Stockard, Jean
This paper is a study of families involved in cross-racial adoptions, in this case American parents who adopted children of Korean heritage. The primary focus of the analysis is the recognition, acceptance, and/or emphasis of Korean culture by the adoptive family and the child. Building on David Kirk's work a theoretical model that looks at strains inherent in the cross-racial adoptive situation and intervening variables that may affect reactions of the family to these stresses is hypothesized. Little support for the model is found. Possible reasons for this failure are discussed, and an alternative analysis of the data is presented.
Open Access
Assessment of the Status and Potential for Growing the Moral Movement on Climate Disruption: A Project of the National Climate Ethics Campaign
(International Transformational Resilience Coalition, 2013-04) Stockard, Jean
Climate disruption is a profoundly moral issue. The consequences of uncontrolled climate disruption reek socioeconomic and ecological devastation and the decisions about how to respond to the crisis will ultimately be based on moral and ethical values, whether or not they are acknowledged as such. Organizations that help Americans grasp the moral implications of the emergency can therefore make a major contribution to shifting the nation's mindset about climate disruption and to implementing solutions. Yet to date, little has been known about the strengths, limitations, needs, and opportunities for improved effectiveness of organizations that are making a moral call to action on climate disruption. This report provides an assessment of many of these organizations and offers recommendations to increase their effectiveness and grow the size and impact of the movement the assessment is a project of the national climate ethics campaign, which is coordinated by the resource innovation group (TRIG), in partnership with a 15-person national advisory committee and a five-person social-science committee.
Open Access
A Birth-Cohort Test of the Wilson-Willis Model of Out-of-Wedlock Childbearing
(Munich Personal RePEc Archive, 2010-02) Stone, Joe A.; Stockard, Jean; Gray, Jo Anna
This paper offers the first birth-cohort test of the Wilson-Willis model of black-white differences in nonmarital childbearing. Cohort data are uniquely suited to the model, and unlike prior evidence, support the power of the model’s predictions: For blacks, the nonmarital birth share rises, as predicted, with the ratio of female to male resources, but decreases for whites. Similarly, the nonmarital birth share for blacks decreases with the ratio of eligible men to women for blacks, as predicted, yet increases for whites. The model explains a majority of the racial difference in nonmarital birth shares.
Open Access
A Birth-Cohort Test of the Wilson-Willis Model of Out-of-Wedlock Childbearing
(Univeristy of Oregon, 2010-02) Stone, Joe A.; Stockard, Jean; Gray, Jo Anna; Department of Economics, University of Oregon
This paper offers the first birth-cohort test of the Wilson-Willis model of black-white differences in nonmarital childbearing. Cohort data are uniquely suited to the model, and unlike prior evidence, support the power of the model’s predictions: For blacks, the nonmarital birth share rises, as predicted, with the ratio of female to male resources, but decreases for whites. Similarly, the nonmarital birth share for blacks decreases with the ratio of eligible men to women for blacks, as predicted, yet increases for whites. The model explains a majority of the racial difference in nonmarital birth shares.
Open Access
A Brief Summary of Research on Direct Instruction
(National Institute for Direct Instruction (NIFDI), 2015-01-18) Stockard, Jean
Direct Instruction is based on over 5 decades of work. The curricular programs are based on extensively formulated and carefully tested theoretical insights and are developed through a painstaking process of research and testing. A great deal of research has shown that they are highly effective in helping all students to increase their levels of achievement. Research also shows that the programs are most effective when they are implemented as designed. This brief report summarizes some of that work. It has three major sections.The first gives a brief overview of the development of Direct Instruction and its theoretical basis. The second section gives examples of results from a variety of efficacy studies that document the impact that DI has on students’ learning, and the third section discusses studies of the implementation of the program and factors that can make it more or less effective. The literature on Direct Instruction is very large. While this summary is believed to be representative of the body of work, interested readers are urged to consult the entire literature.
Open Access
Building a More Effective, Equitable, and Compassionate Educational System: The Role of Direct Instruction
(Springer, 2021-05-10) Stockard, Jean
In a recent book, Anthony Biglan describes how strong social research can be used to build a compassionate and more caring society that promotes the well-being of all. This article asserts that a strong educational system needs to be part of this transformation and that widespread use of Direct Instruction (DI) could be key in the process. Analysis of the underlying theory, development, and use of DI describes the way it is based on careful developmental research. It promotes effective and efficient learning while embodying respect for students and teachers. The results of a recent large metaanalysis of research on DI’s effectiveness show it is more effective than other educational approaches, with effect sizes that surpass the effect associated with the difference in achievement of students from lower income and other homes. Alternative approaches to educational change are reviewed and it is suggested that DI is a more effective and efficient method of improving student success. Powerful actors within the educational establishment have expressed opposition to DI and have worked to hide evidence of its effectiveness. This paper identifies other social actors who could work together to counter the resistance to DI and build an educational system that promotes the well-being of all.
Open Access
Can Cohort Replacement Explain Changes in the Relationship Between Age and Homicide Offending?
(Springer, 2008-09-18) O'Brien, Robert M.; Stockard, Jean
This paper focuses on shifts in the age distribution of homicide offending in the United States. This distribution remained remarkably stable with small but significant changes over a long period of time. Then between 1985 and 1990 the rates of homicide offending doubled for 15-to-19 year olds and increased nearly 40% for 20-to-24 year olds, while the homicide offending rates decreased for those over 30. In addition to this ‘‘epidemic of youth homicide,’’ which lasted through the mid-1990s, there have been systematic changes in the age distribution of homicide in the United States associated with cohort replacement over the past 40 years. We introduce an estimable function approach for estimating the effects of age, period, and cohort. The method allows us to assess simultaneously the impacts of periods and cohorts on the age distribution of homicide offending. We find that although the age curve remains relatively stable, there are shifts in it associated systematically with cohort replacement. Cohort replacement accounts for nearly half of the upturn in youth homicides during the epidemic of youth homicides, but a significant fraction of that upturn is not associated with cohort replacement.
Open Access
The Career Patterns and Hiring of Women Administrators: A Research Proposal
(University of Oregon, 1979-09-18) Stockard, Jean
This project will examine the ability of human capital and internal labor market theories to account for sex inequities in the education profession. The project will also examine the impact of the women's movement and equal employment legislation on sex differences in educational career patterns. Data from the Oregon State Department of Education will be used to trace the careers of men and women who were newly hired teachers in 1967-68. The effect of entry position and of education and continuity of experience on career achievements will be studied using transition matrices and regression equations. In addition, using the population of all Oregon educators, the probability of women moving into administration in the late 1960's will be compared with the probability of such moves in the late 1970's. The results of this research will be reported in a monograph along with other work currently being conducted in this area by the principal investigator.
Open Access
Changes in Reading Achievement at a Florida Elementary: A Randomized Control Study of Reading Mastery
(National Institute for Direct Instruction (NIFDI), 2011-10) Stockard, Jean
During the 2010-2011 school year, students in grades K-2 at a Florida elementary school were randomly assigned to receive reading instruction in the Direct Instruction program Reading Mastery (RM), Signature Edition, or in the Harcourt Brace (HB) program currently being used by the school. Training and support for the implementation of the RM curriculum were provided by the National Institute for Direct Instruction (NIFDI). Data routinely collected by the district, including the Florida Assessments for Instruction in Reading (FAIR) and the STAR Reading assessment (first and second graders only), were used to assess changes over time in reading skills. Comparisons were made between students’ scores in the fall, shortly after school began to their scores in the spring near the end of school. Similar findings appeared at all grade levels. Students assigned to RM began the school year with scores that were lower than the students assigned to HB. However, by the end of the school year, their scores were significantly higher. In other words, the gains made over time by the RM students were significantly greater than those made by the HB students. This pattern is shown in the figure below, with data combined across all grade levels. The advantage to the RM students appeared across all groups that are often seen as being at greater risk of having difficulties with reading: special education students, racial-ethnic minorities, students receiving free or reduced lunch, and boys.
Open Access
Changing Age Distributions of Lethal Violence: A Look at the Intermountain West
(2003-04) Stockard, Jean
Today I want to tell you about work that I, and my colleague Robert O’Brien, have done on lethal violence. We have focused on violence directed toward others, homicide, and violence directed toward one’s self, suicide. At first glance, they may seem str ikingly different. We often think of violence directed toward others as involving impetuous, unbridled anger and aggression, while we think of suicide as stemming from deep despair, depression and hopelessness. Yet, we have found that these two forms of lethal violence are similar in two very important ways. First, the age distribution of both phenomena has changed in recent years, with younger people becoming relatively more at risk for both types of behavior. Second, the explanations for this changing age distribution are the same for both suicide and for homicide. [slide 2 – outline] In the moments to come I want to first just talk a little bit about the nature of cohorts and cohort theory and then describe the nature of cohort differences in lethal violence that we have found using national data. Third, I will show you d ata on regional differences in lethal violence, using a data set that we have not yet published on and focusing primarily on rates among teens. After that I will tell you about explanations that we have found for these cohort variations. Finally, I’ll st ep back from these analyses and reflect upon the implications of our work for social policy. I want to stress that some of what I will show you is preliminary in nature. We haven’t yet submitted our findings about regional differences for publication or fi nalized our analyses. In fact, you are the first people to hear about them. Thus, I will be especially interested in any comments or suggestions that you might have for our future explorations.
Open Access
Changing Mathematics and Reading Achievement with Direct Instruction: Kment Elementary School in Roseville, Michigan
(National Institute for Direct Instruction (NIFDI), 2015-04-29) Stockard, Jean
This report examines changes in mathematics and reading skills of students in a Michigan elementary school after instruction with the Direct Instruction programs Connecting Math Concepts: Comprehensive Edition (CMCCE) and Reading Mastery Signature Edition (RMSE). Mathematics skills were measured by the AIMSweb curriculum-based measures and the Michigan Educational Assessment Program (MEAP). Reading skills were measured with MEAP data. Analyses with all measures and grades indicated that students who were exposed to the DI programs had significantly higher scores than those without such exposure. Almost all of the associated effect sizes were substantially larger than the criterion typically used to denote educationally significant results.
Open Access
Changing Social Networks: A Study of the Networks of Women at the DOE National Laboratory Women in Science Summit of November 2015
(COACh, 2016-02-15) Stockard, Jean
In November 2015 COACh sponsored a Women in Science Summit at Argonne National Laboratory that brought together 29 women scientists from 14/17 laboratories. At the end of the summit a short questionnaire was distributed that asked attendees about the extent to which they knew other participants before the meeting and their intentions to stay in contact with others after the meeting.