Geoffrey Borman
Associated IES Content
Science, Technology, Engineering, and Mathematics FY2021-FY2024
Science, Technology, Engineering, and Mathematics Reviewers FY2021-FY2024
Single-Session Panels FY2024
FY2024 Single-Session Peer Review Panel
FY2022
FY2022 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
Grant
A Multisite Randomized Controlled Trial of the Second Step Middle School Program
The importance of social-emotional learning (SEL) has become widely recognized within the research and policy communities. Evidence suggests that SEL competencies are malleable, can be taught through school-based programs, and can have enduring impacts on academic and employment outcomes. This randomized controlled trial (RCT) of Second Step, a widely-used SEL program designed to impact a range of SEL competencies, will inform current and potential users regarding program impacts and will of...
Federal funding program:
Award number:
R305A220066
FY2021
FY2021 Social and Behavioral Peer Review Panel
FY2020
FY2020 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
FY2019
FY2019 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
FY2018
FY2018 Single-Session Peer Review Panel
Grant
Promoting School Belongingness and Academic Performance: A Multisite Replication Trial of a Scalable Student Mindset Intervention
The purpose of this study is to test the efficacy of a brief writing exercise designed to promote school belongingness and academic performance in middle school students. This study is a direct replication of a prior IES efficacy study to understand more fully how, for whom, and under what conditions a brief, inexpensive, school belongingness mindset intervention may impact students' achievement at the transition to middle school.
Federal funding program:
Award number:
R305A180220
Grant
Reducing Achievement Gaps at Scale Through a Brief Self-Affirmation Intervention
In this study, researchers will test the effectiveness at scale of a low-cost self-affirmation mindset intervention on the achievement, behavior, and attitudes of 7th grade students testing specific hypotheses about the intervention's impact on Black and Hispanic students. These minority student groups are susceptible to the threat of conforming to or being judged by negative stereotypes about the general underperformance of their racial/ethnic group ("stereotype threat"). The hypothesis is ...
Federal funding program:
Award number:
R305A180230
FY2017
FY2017 Single-Session Peer Review Panel
FY2016
FY2016 Single-Session Peer Review Panel
FY2015
Single-Session Panels
FY2013
FY2013 Single-Session Peer Review Panel
Grant
National Randomized Control Trial of Everyday Mathematics
Given the importance of early mathematics instruction and curricula for preventing mathematics difficulties in later grades, it is necessary to identify effective mathematics curricula and instruction to ensure that children become proficient in early mathematics content and procedures. One widely used elementary mathematics curriculum, Everyday Mathematics, was reviewed by the What Works Clearinghouse and is reported to have "potentially positive effects" on students' mathematics achievemen...
Federal funding program:
Award number:
R305A100116
Grant
An Efficacy Trial of Two Interventions Designed to Reduce Stereotype Threat Vulnerability and Close Academic Performance Gaps
: This project tested the efficacy of reducing gaps in academic performance between minority and White students and between students of lower and higher socioeconomic status through two types of interventions aimed at reducing stereotype threat. Stereotype threat refers to the apprehension individuals experience when confronted with a personally relevant stereotype that threatens their social identity or self-esteem. Prior work has proposed that the phenomenon could help explain group differ...
Federal funding program:
Award number:
R305A110136
PI Meeting
2011 Principal Investigators Conference: September 7, 2011
The National Center for Education Research (NCER), in the U.S. Department of Education's Institute of Education Sciences (IES), sponsored a 1-day IES Principal Investigators (PI) Meeting on September 7, 2011. The PI meeting included grantees from various research grant topic areas and provided opportunities for focused discussions on topics of general interest for investigators as they complete project activities.
Sep 07, 2011
12:00AM - 11:59PM EDT
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
FY2011 - FY2013
FY2011 - FY2013 Statistics and Modeling Peer Review Panel
FY2010 - FY2012
FY2010 - FY2012 Statistics and Modeling Peer Review Panel
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
FY2009 IES Peer Reviewers
FY2009 IES Research Peer Review Panel
Grant
Evaluation of Core Knowledge Charter Schools in Colorado
This project will evaluate the impact of Core Knowledge (CK) charter elementary schools in Colorado on student achievement primarily in kindergarten through third grade. It will also examine whether there are differential impacts by student and school characteristics, whether the level of implementation of the Core Knowledge program is associated with the impacts on student achievement, as well as the cost-effectiveness of the CK charter schools.
Federal funding program:
Award number:
R305E090003
FY2008 IES Peer Reviewers
FY2008 IES Research Peer Review Panel
FY2007 IES Peer Reviewers
FY2007 IES Research Peer Review Panel
FY2006 IES Peer Reviewers
FY2006 IES Peer Reviewers
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