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Institute of Education Sciences


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       2009 Research Conference | June 7–9

The Institute of Education Sciences (IES) hosted the Fourth Annual IES Research Conference Sunday, June 7 through Tuesday, June 9, 2009, at the Marriott Wardman Park Hotel in Washington, DC.
Marriott Wardman Park Hotel
2660 Woodley Road, NW
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Presentations


Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools
Roberto Agodini, Mathematica Policy Research, Inc.
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Price, Cost and Subsidy in US Higher Education
Craig W. Bowen, Ph.D., M.B.A., Postsecondary Institutional Studies Program, National Center for Education Statistics
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What Do We Know about School Readiness for Young Children with Disabilities?
Judith J. Carta, Ph.D., Juniper Gardens Children's Project,University of Kansas
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How can ARRA Funds Be Wisely Applied? How Researchers Can Help
Lou Cicchinelli, Ph.D., Mid-continent Research for Education and Learning
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Evaluation of Teachers Trained Through Different Routes to Certification
Jill Constantine, Mathematica Policy Research, Inc.
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Assessing Intervention Fidelity in RCTs: Models, Methods and Modes of Analysis
David S. Cordray & Chris Hulleman, Vanderbilt University
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What Was Learned from a Second Year of Implementation
William Corrin, Senior Research Associate MDRC
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Using Pension Data: the case of Arkansas
Robert M. Costrell, University of Arkansas
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Trends In College Spending: Where Does the Money Come From? Where Does It Go?
Donna Desrochers, Director of Economic and Education Research, Delta Cost Project
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Social and Behavioral Context for Academic Learning Program Meeting
Emily Doolittle, Program Officer
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Secretary Arne Duncan's Plenary Address
The Honorable Arne Duncan, U.S. Secretary of Education
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Effects of Software Products: Findings from the National Evaluation
Mark Dynarski, Mathematica Policy Research, Inc.
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Director Easton's Plenary Remarks
John Q. Easton, Director of the Institute of Education Sciences
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Effective Treatments for ADHD in School Settings
Gregory A. Fabiano, Ph.D., University at Buffalo Department of Counseling, School, and Educational Psychology
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The Impact of Professional Development Models and Strategies on Teacher Practice and Student Achievement in Early Reading
Michael S. Garet
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Needed Future Research on Instructional Practice in Mathematics
Russell Gersten, Professor Emeritus, University of Oregon, Director, Instructional Research Group
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School Readiness: What We Know and What We Need to Know
Barbara Dillon Goodson, Abt Associates
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Statewide Longitudinal Data Systems Resource for Researchers
Tate Gould, NCES
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Informing Policy: State Longitudinal Data Systems
Jane Hannaway, Director, The Urban Institute, CALDER
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The Linkage of Research and School Finance Policy
Eric Hanushek, Alfred Lindseth
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On “Quality and Equity in the Performance of Students and Schools”
Robert M. Hauser, Vilas Research Professor of Sociology, The University of Wisconsin-Madison
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Problems with the Design and Implementation of Randomized Experiments
Larry V. Hedges, Northwestern University
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Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students
Susanne James-Burdumy, Associate Director of Research, Mathematica Policy Research, Inc.
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Comprehensive Teacher Induction: Year 1 Impact Findings From an RCT
Amy Johnson, Mathematica Policy Research
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Discussion of The Problem of False Discoveries: How to Balance Objectives
David Judkins, Westat
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From The Report Of The RAND Reading Study Group To Online Reading Comprehension: New Directions For Research On Reading Comprehension
Donald J. Leu, New Literacies Research Lab, University of Connecticut
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Towards Scalable Emergent Literacy Interventions: The Role of Context
Anita S. McGinty, University of Virginia
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Modifying Arithmetic Practice to Promote Understanding of Mathematical Equivalence
Nicole M. McNeil, University of Notre Dame
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Institute of Education Sciences (IES) Small Business Innovation Research Program (SBIR)
Edward Metz, Ph.D., National Center for Education Research
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How are Researchers Using Data from State Longitudinal Systems?
Sean W. Mulvenon, Ph.D., Professor of Educational Statistics, Billingsley Chair for Educational Research and Policy Studies, University of Arkansas
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Open Forum: Scaling Up and Sustaining Interventions
Carol O'Donnell, NCER
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Program Overview: Joint Grantee Meeting for Cognition & Student Learning (CASL) and Education Technology (EdTech)
Carol O'Donnell, NCER
Jonathan Levy, NCER
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Reducing the Complexities of Reading Comprehension: A Simplifying Framework
Charles Perfetti, Learning Research & Development Center, University of Pittsburgh
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Education, Evidence, and Policy
Cecilia Elena Rouse, Ph.D., Member of the Council of Economic Advisers
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International Benchmarking
Mark Schneider, American Institutes for Research
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The Multiple Comparisons Problem in IES Impact Evaluations: Guidelines and Applications
Peter Z. Schochet and John Deke
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Estimating Performance Below the National Level: Applying Simulation Methods to TIMSS
Dan Sherman, Ph.D., American Institutes for Research
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Modern Learning Theories and Mathematics Education:.. Bidirectional Contributions, Bidirectional Challenges
Robert Siegler, Carnegie Mellon University
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Comments on “The Multiple Comparisons Problem in the IES Impact Evaluations: Guidelines and Applications” by Peter Schochet and John Deke
Jeffrey Smith, Department of Economics, University of Michigan
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Discussant Comments: Pathways to Teaching Session
Jeffrey Smith, University of Michigan
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Describing the Academic Content of International Mathematics and Science Assessments & Their Relationship To State Academic Content Standards & Assessments
John Smithson, Wisconsin Center for Education Research
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Who are the Learning Disabled? Is There a Future for A Cognitive Basis? Evidence from Meta-Analyses and Longitudinal Research
H. Lee Swanson, University of California-Riverside, Institute for Education Sciences
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Promising Research topics for Students With Learning Disabilities?
Sharon Vaughn, Regents Professor University of Texas
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Evaluation of the DC Opportunity Scholarship Program:.Achievement Impacts After Three Years of Treatment Exposure
Patrick Wolf, Principal Investigator
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