Elisabeth Davis
Associated IES Content
Grant
Examining Heterogeneity in Nudging Intervention Effects on Postsecondary Student Outcomes
In this project, the researchers will employ a meta-analysis of rigorous studies conducted during the 21st century to assess the effects of nudging interventions on students' enrollment, persistence, and degree completion in postsecondary education, to draw clear conclusions to the mixed set of findings that have emerged from postsecondary nudging studies. Many researchers and decisionmakers in postsecondary education view nudging interventions, popularized in the behavioral economics litera...
Federal funding program:
Award number:
R305A240037
FY2023
FY2023 Single-Session Peer Review Panel
Grant
Reducing Summer Melt: Text Messaging Effectiveness
This project willconceptually replicate and test whether Castleman and Page's “summer melt” text messaging intervention increases college enrollment, persistence, and credential attainment for college-intending seniors at high-poverty high schools when implemented at scale in routine educational settings. Researchers will also test a persistence enhancement that will provide additional supports during the first year of college. Text messaging is a popular and inexpensive strategy...
Federal funding program:
Award number:
R305A190074
report
Descriptive Study
Student and School Characteristics Associated with Academic Performance and English Language Proficiency Among English Learner Students in Grades 3-8 in the Cleveland Metropolitan School District
Cleveland Metropolitan School District (CMSD) has witnessed an increase in the number of English learner students in grades K-12 over recent years, with students coming from more diverse backgrounds in race/ethnicity, countries of origin, and native language. This requires more support from the district to meet diverse needs in terms of languages, cultures, and educational supports. The Cleveland Partnership for English Learner Success--a partnership among CMSD's Multilingual Multicultural Ed...
Jun 01, 2019
Grant
Cleveland Partnership for English Learner Success
For this project, the Cleveland Metropolitan School District (CMSD) will partner with the American Institutes for Research (AIR) to form the Cleveland Partnership for English Learner Success (CLE-PELS). CLE-PELS has two primary purposes. One is to explore and better understand how EL high school students in the district fare in terms of postsecondary readiness (meeting specific benchmarks during high school) and success (enrolling in any postsecondary institution). The other is to increase t...
Federal funding program:
Award number:
R305H180021
report
Descriptive Study
Predicting Early College Success for Indiana's High School Class of 2014
The purpose of this study was to examine the relationship between receiving Pell Grants and 21st Century Scholarships and early college success among the 2014 cohort of Indiana public high school graduates entering public Indiana colleges in the fall after graduation. Early college success for these students was defined using three measures plus a composite of those measures: whether students took only nonremedial coursework in their first semester of college, whether they earned all attempte...
Jan 01, 2018
report
Impact Study
Impacts of Ramp-Up to Readiness(tm) after one year of implementation
College education is fundamental to students' upward mobility, states' economic growth, and the country's economic competitiveness. Researchers have forecast that 63 percent of future jobs will require a college degree, yet in the coming years the United States will likely produce 3 million fewer college graduates than are needed to fill workforce demand. With these statistics and projections in mind, policymakers are placing greater emphasis on motivating high school students to attend colle...
Mar 01, 2017
report
Descriptive Study
Characteristics and postsecondary pathways of students who participate in acceleration programs in Minnesota
Acceleration programs are academically challenging courses in which high school students can simultaneously earn credit toward a high school diploma and a postsecondary degree (dual credit). These programs include Advanced Placement courses, concurrent-enrollment courses, Postsecondary Enrollment Options courses (a dual-enrollment program in Minnesota), International Baccalaureate courses, and others. Since the Postsecondary Enrollment Options Act of 1985 (Postsecondary Enrollment Options Act...
Feb 01, 2017
report
Descriptive Study
Ramping up for college readiness in Minnesota high schools: Implementation of a schoolwide program
The College Readiness Consortium at the University of Minnesota has developed Ramp-Up to Readiness(tm) (Ramp-Up), a schoolwide advisory program to increase students' likelihood of college enrollment and completion by enhancing five dimensions of college readiness (academic, admissions, career, financial, and personal-social) among students in middle schools and high schools. The program has been piloted in 52 middle and high schools throughout Minnesota, but few data are available on the prog...
Jun 01, 2016
report
Descriptive Study
College Enrollment Patterns for Rural Indiana High School Graduates
This study examined (1) average distances traveled to attend college, (2) presumptive college eligibility, (3) differences between two-year and four-year college enrollment, (4) differences in enrollment related to differences in colleges' selectivity, and (5) degree of "undermatching" (i.e., enrolling in a college less selective than one's presumptive eligibility suggested) for rural and nonrural graduates among Indiana's 2010 high school graduates. "Presumptive eligibility" refers to the hi...
Jun 01, 2015
report
Descriptive Study
Who will succeed and who will struggle? Predicting early college success with Indiana's Student Information System
This study examined whether data on Indiana high school students, their high schools, and the Indiana public colleges and universities in which they enroll predict their academic success during the first two years in college. The researchers obtained student-level, school-level, and university-related data from Indiana's state longitudinal data system on the 68,802 students who graduated high school in 2010. For the 32,564 graduates who first entered a public 2-year or 4-year college, the res...
Mar 01, 2015
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