In the single-case design (SCD) literature, five sets of standards have been formulated and distinguished: design standards, assessment standards, analysis standards, reporting standards, and research synthesis standards. This article reviews computing tools that can assist researchers and practitioners in meeting the analysis standards recommended by the What Works Clearinghouse: Procedures and Standards Handbook-the WWC standards. These tools consist of specialized web-based calculators or downloadable software for SCD data, and algorithms or programs written in Excel, SAS procedures, SPSS commands/Macros, or the R programming language. We aligned these tools with the WWC standards and evaluated them for accuracy and treatment of missing data, using two published data sets. All tools were tested to be accurate. When missing data were present, most tools either gave an error message or conducted analysis based on the available data. Only one program used a single imputation method. This article concludes with suggestions for an inclusive computing tool or environment, additional research on the treatment of missing data, and reasonable and flexible interpretations of the WWC standards.

This study presents empirical findings demonstrating predictive validities of noncognitive variables for mathematics achievement among primary and secondary school students from crosscountry perspectives. Results based on TIMSS 2015 assessment showed that confidence was a moderately strong predictor of mathematics achievement in all TIMSS participant countries (100%). Interest, on the other hand, was a moderately strong predictor in most countries for eighth-graders (77%) but only in about a dozen countries for fourth-graders (20%), showing a stronger interestachievement link for the secondary school students, from the cross-national perspective. The sense of belonging measure demonstrated a lack of its relevance to primary school students' achievement. Further, bullying showed predictive relevance for student achievement only in three countries (South Africa, Jordan, and Egypt). The study concludes that while confidence was a universally relevant predictor of student achievement across all countries/regions, predictive utilities of interest, sense of belonging, and bullying appeared to be heavily dependent on a grade-level and country/regional context.

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After receiving a multiyear federal grant, an urban school district and community agency that focused on family literacy implemented a comprehensive school reform initiative called Providence Full Service Community Schools (PFSCS). A host of community partners collaborated to develop the PFSCS model with the broad goal of strategically connecting teachers, families, afterschool programming, and community services, as a method for improving the well-being of students in participating schools and their families. This article compares findings from a baseline and 4-year follow-up study of the PFSCS, documenting changes in stakeholder perceptions about the project. In the follow-up study, respondents noted increased family engagement and improved climate in PFSCS schools, along with more school–community partnerships. Findings also suggested stakeholder perceptions had changed regarding the extent to which the PFSCS was expected to improve academic achievement. Specifically, although some stakeholders were disappointed that a direct link between the PFSCS and improved test scores had not been found, findings also indicated that overall, the community continued to value the work and desired to see the program expand.