Christopher Rhoads
Associated IES Content
Grant
Factors Affecting Comprehension by Teens During Online Reading in Science: The FACTORS Project
The purpose of this project is to explore factors that contribute to online reading success in science for adolescents. Online reading is becoming more and more important for students' success in school and beyond, but research shows that many students cannot successfully read online or conduct other types of online research activities such as evaluating the trustworthiness of online sources of information. In addition, a separate achievement gap appears to exist for online reading as a func...
Federal funding program:
Award number:
R305A170370
Grant
Supporting Teacher Enactment of the Probability and Statistics Standards—Replication
The current study will build on a previous IES-funded efficacy study to test the replication of Supporting Teacher Enactment of the Probability and Statistics Standards (STEPSS). The STEPSS intervention includes a replacement unit for the statistics and probability curriculum in grade 7 mathematics along with teacher professional development to support its implementation. The current study will test the replication of the intervention in different population of grade 7 learners. Over the pas...
Federal funding program:
Award number:
R305A240220
Grant
Expanding Dual-Credit Enrollments Among High School Students
This project examines system-wide factors relevant to expanding dual-credit (DC) program enrollments among high school students. DC programs afford high school students the opportunity to participate in college-level courses during high school. In Connecticut, the term "dual credit" encompasses programs such as advance placement (AP) courses and International Baccalaureate (IB) programs offered by high schools as well as dual-enrollment courses offered to high school students by institutions...
Federal funding program:
Award number:
R305A240285
resource
Tool/Toolkit
Program Evaluation Toolkit
The Program Evaluation Toolkit presents a step-by-step process for conducting your own program evaluation. The Quick Start Guide will help you decide if you are ready to use this toolkit and where to start.
Dec 22, 2021
Grant
National Center for Research on Gifted Education
Two crucial issues continue to plague gifted education: (1) Underrepresented populations continue to be under identified as gifted and underserved by programs for the gifted. (2) Research on best-practice interventions for gifted students and outcomes of gifted programs and services is sparse. Center researchers will complete three secondary studies and one randomized control trial (RCT) to provide stakeholders with tools to better recognize and harness untapped talent and increase our under...
Federal funding program:
Award number:
R305C200012
FY2019
FY2019 Single-Session Peer Review Panel
report
Descriptive Study
Associations between the qualifications of middle school Algebra I teachers and student math achievement
Historically, students took Algebra I in high school, but there has been a recent trend toward taking it in middle school (Domina, 2014). In the past two decades the proportion of middle school students taking Algebra I or more-advanced math courses has doubled (Domina, 2014). Success in Algebra I is important because it is a gateway course for advanced math (Star et al., 2015). Students who take and pass Algebra I are more likely to take and pass more-advanced math courses in high school (Sn...
Jan 01, 2019
Grant
National Center for Research on Gifted Education
Many policymakers, educators, and parents want assurance that the nation's gifted and talented students receive instruction that is sufficiently challenging and that will allow these students to reach their full potential. Recent studies of gifted and talented programs indicate that the extent and quality of services available to gifted students varies from state to state, district to district, and even from school to school within school districts. Overall, the field knows little about how ...
Federal funding program:
Award number:
R305C140018
Grant
Post Doctoral Research Training in Education Sciences
The Postdoctoral Research Training Program in Education Sciences provided interdisciplinary training in methods for education research, including statistical methods, measurement methods, evaluation methods, and research design to seven fellows
Federal funding program:
Award number:
R305B100027
Grant
Postdoctoral Research Training in Education Sciences
This program trained five postdoctoral fellows in advanced measurement, research design, and statistical analysis methods to support high-quality educational research. The fellows worked in on a variety of substantive and methodological educational research projects at Northwestern University.
Federal funding program:
Award number:
R305B050014
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