James Benson
About
Dr. James Benson served as a program officer for the Postsecondary and Adult Education program until his retirement in 2025.
Associated IES Content
Improving Pandemic Recovery Efforts in Education Agencies
In FY 2022, IES established the Improving Pandemic Recovery Efforts in Education Agencies (Improving Pandemic Recovery) grant program to support research to counteract instructional and learning loss encountered by many learners during the COVID-19 pandemic.
Arts in Education
The National Center for Education Research (NCER) competed the Arts in Education special topic during its fiscal year (FY) 2017 and FY 2018 Education Research Grants (305A) competitions. The Arts in Education special topic was developed to highlight the opportunity for arts research funding through the 305A program, and to increase attention to research projects seeking to improve education outcomes
Postsecondary and Adult Education
The Postsecondary and Adult Education (PSAE) topic area supports research that will lead to improved access to, persistence in, progress through, and completion of postsecondary and adult education programs, including the full range of adult literacy activities described in Title II of the 2015 Work Innovation and Opportunity Act (WIOA), sub-baccalaureate programs, and associate's and bachelor's degree programs.
Minutes of Meeting: February 22, 2013
NBES meeting minutes on February 22, 2013
Scalable Strategies to Support College Completion Network
In FY 2016, the Institute initiated a new grant program, Research Networks Focused on Critical Problems of Policy and Practice, to focus resources and attention on education problems or issues that are high priorities for the nation
Using Longitudinal Data to Support State Education Policymaking
In FY 2021, IES began the Using Longitudinal Data to Support State Policymaking grant program (Using Data for Policymaking) to expand State agencies' use of their State Longitudinal Data Systems* (SLDS) for generating evidence in support of education policy decisions.
Continuous Improvement Research in Education
Through the Continuous Improvement topic, IES supported partnerships between research institutions and state or local education agencies to address a specific education issue or problem of high importance to the education agency.
Community College Recovery Research Network
In FY 2022, IES established the Improving Pandemic Recovery Efforts in Education Agencies (Improving Pandemic Recovery) grant program to support research to counteract academic losses encountered by many learners during the COVID-19 pandemic and to conduct research in partnership with state and local education agencies to improve learner engagement, reengagement, and achievement with a focus on underrepresented student subgroups that were disproportionately affected by COVID-19.
Grant
National Education Research and Development Center for Improving Rural Postsecondary Education
This Education Research and Development Center will assess strategies for improving rates of postsecondary enrollment and success for students from rural communities across the United States. The Center will accomplish this mission through research conducted using nationally representative data collected by the National Center for Education Statistics, partnerships with state-level higher education agencies, and research projects spanning 10 states and 25 colleges and universities, with prac...
Federal funding program:
Award number:
R305C240065
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
Grant
The Higher Education Randomized Controlled Trials (THE-RCT) – Supporting High Quality and Efficient Postsecondary RCTs and Open Science Practices
The research team will develop resources to support the quality, efficiency, comparability, and transparency of research on the causal effects of postsecondary programs, policy, and practices at colleges and universities across the United States. Over the last 20 years, researchers have conducted approximately 130 postsecondary RCTs that meet What Works Clearinghouse (WWC) standards without reservations. While these studies reflect WWC standards for designs that support causal inference, t...
Federal funding program:
Award number:
R305D240057
Grant
The Effects of Completing College-Level Courses in High School on Postsecondary Outcomes: A Systematic Review and Meta-Analysis
In this project, the researchers will estimate the effects of completing college-level courses during high school on students' postsecondary outcomes, including college enrollment, persistence, and completion. While the prevalence of high school courses for college credit has increased substantially across the U.S. during the 21st century, research evidence to date is inconclusive regarding its overall benefits, the conditions under which it is most beneficial for students and the extent to ...
Federal funding program:
Award number:
R305A240101
Grant
The Impact and Implementation of Nevada's Corequisite Mandate
In this mixed methods project, the researchers will examine the impact and implementation of the Nevada System of Higher Education's (NSHE) Corequisite and College Ready Gateway Policy, which mandated that the state's seven public postsecondary institutions shift from a prerequisite to a corequisite model of developmental education beginning in fall 2021. Whereas the prerequisite model delays credit accumulation, the corequisite model combines college-level coursework with academic supports,...
Federal funding program:
Award number:
R305A240250
Grant
Evidence to Inform Improvement: Supporting California Community Colleges in Pandemic Recovery
The purpose of this Network project is to assess pandemic recovery efforts undertaken by the California Community Colleges (CCC) through a set of research and dissemination activities aiming to: (1) determine what recovery activities CCC have engaged in, and how supplemental federal, state, and philanthropic dollars were spent in those efforts; (2) examine which of these recovery activities have contributed to improving student outcomes; and (3) engage community college leaders and state pol...
Federal funding program:
Award number:
R305X220016
Grant
Leveraging Technology and Engaging Students: Evaluating Covid-19 Recovery Efforts in the Los Angeles Community College District
The purpose of this Network project is to explore and evaluate the effects and impacts of online and hybrid course modalities on psychosocial and academic outcomes for Los Angeles Community College District (LACCD) students and to develop supports for modalities that improve academic outcomes. At the onset of the COVID-19 pandemic from Fall 2019 to Fall 2020 enrollment in the nine colleges in LACCD fell by 30%, jeopardizing the progress of reform efforts that had helped to produce an increas...
Federal funding program:
Award number:
R305X220018
Grant
Multi-Site Randomized Controlled Trial of Better Futures Postsecondary Access Intervention for Youth in Foster Care
The purpose of this study is to assess the efficacy of the Better Futures program for increasing the postsecondary attainment of older youth in foster care (approximate ages 16-20) through a multi-site randomized controlled trial (RCT). Youth with foster care experience are a highly diverse, highly vulnerable population that face daunting challenges in relation to accessing and being successful in postsecondary education. The Better Futures postsecondary access intervention for youth in fost...
Federal funding program:
Award number:
R305A220123
Grant
Student Supports: The Role of Social Safety Net Programs in Community College Student Success
This project will examine the extent to which college students access existing basic needs safety net benefits they are eligible for, and how those benefits affect their educational outcomes. Across the country, many college students struggle to meet their basic needs while attending school. Public higher education institutions are well-situated to facilitate student access to safety net benefits, but data limitations have hampered previous efforts to assess eligibility and encourage take-up...
Federal funding program:
Award number:
R305A220451
Grant
Putting Data to Work to Re-Engage Young Adults Who Experienced Pandemic-Related Educational Disruptions
TBR-The College System of Tennessee seeks to develop data insights about community college student persistence and test coaching strategies that support students whose postsecondary paths were disrupted by COVID-19. The project team will use data from community colleges and the state's longitudinal data system to identify promising career pathways for community college students and examine the impact of COVID-19 on student success. Using insights from these analyses about the impact of COVID...
Federal funding program:
Award number:
R305S220005
Grant
Exploring Co-Requisite Developmental Education Models
This project extends the body of research on co-requisite remediation at the postsecondary level to understand the relationship between institution-level decisions about the structure and intensity of co-requisite courses and students' postsecondary outcomes. The project will attend to whether institution-level decisions lead to improved outcomes for students of different race/ethnicities, English Language Learner (ELL) status, level of academic preparation, and gender. This project responds...
Federal funding program:
Award number:
R305A210319
Grant
Understanding the Support Networks of First-Generation College Students
In this mixed-methods project, researchers will describe the support networks and help-seeking preferences and behaviors of first-generation students at four public colleges in California, and explore relations between these preferences and behaviors and key postsecondary outcomes. By combining a qualitative analysis of students' social networks with a quantitative analysis of administrative data, the research team will generate insights that colleges may use to strengthen existing service...
Federal funding program:
Award number:
R305A210494
Grant
Sub-baccalaureate Career and Technical Education: A Study of Institutional Practices, Labor Market Demand, and Student Outcomes in Florida
New changes to federal career and technical education (CTE) policy require postsecondary institutions to ensure their CTE offerings are validated by proximal labor market demand, yet there is a very limited base of knowledge and best practices for institutions to draw upon as they carry out this mandate. The purpose of this project is to address existing policy and research gaps by, first, administering a statewide survey to catalogue the institutional practices that Florida community and te...
Federal funding program:
Award number:
R305A210289
Grant
Evaluating the Longer Term Impact of Early College High Schools on Workforce and Life Outcomes
The proposed study will address a gap in the literature on whether attending an Early College High School (EC) results in significant gains in longer-term outcomes including college degree completion, workforce outcomes, college debt, and other life outcomes compared with not attending an EC. ECs are a type of dual enrollment program in which (1) it is expected that all students take college-level courses and (2) the prescribed curriculum facilitates the accrual of 2 years of college credits...
Federal funding program:
Award number:
R305A210017
Grant
Improving the Education and Labor Market Outcomes of Students in Subbaccalaureate Postsecondary Institutions: What Can We Learn From Ohio's System of Public Career and Technical Centers?
Many states are seeking to increase the number of individuals who hold sub-baccalaureate postsecondary certificates in occupational fields. Most postsecondary certificates are awarded by community colleges (CCs), but a number of states have a second system of public sub-baccalaureate institutions that award postsecondary certificates, known as career and technical centers (CTCs). Limited evidence suggests that student completion and employment rates are notably higher in CTCs than in CCs, bu...
Federal funding program:
Award number:
R305A200221
Grant
Connecting Community College Students to Public and Community Resources: An Experimental Evaluation of Single Stop
Studies indicate that many college students face major issues with financial and basic needs insecurity. Colleges are increasingly looking for ways to help students to address the life challenges they face that act as barriers to successful degree and certificate completion. The purpose of this study is to evaluate the implementation, impact, and costs of a widely used intervention designed to support such students called Single Stop.
Federal funding program:
Award number:
R305A200101
Grant
Project LEAPS: Latino Education After Public School
. Latinos are the U.S. racial/ethnic group with the lowest levels of educational attainment. At the same time, Latino parents perceive education as vital to their children's future. Although most Latino adolescents identify postsecondary education as important, many do not pursue it due to limited knowledge and confidence about their readiness. The purpose of this project is to develop and test LEAPS, an intervention that intervenes simultaneously with Latino parents, students, and school co...
Federal funding program:
Award number:
R305A200387
Grant
Improving Outcomes and Accelerating Completion With Corequisite Remediation in Mathematics: An Efficacy Study
The purpose of this study is to conduct a randomized trial of the Statway Corequisite course in community college mathematics. Corequisite remediation has emerged as a promising approach to improving student success. Early results show that it can be highly effective in comparison to traditional remediation and warrants further investigation, in particular into the impact of alignment of course content to student goals and instructional design. In addition, due to concerns from college educa...
Federal funding program:
Award number:
R305A200256
Grant
Building Local Collaborative Capacity for Selecting, Implementing and Evaluating Evidence-Based Interventions
The purpose of this training program is to help build the capacity of higher-education faculty, education researchers, and staff of local and state education agencies to effectively use evidence-based interventions to improve student and school outcomes.
Federal funding program:
Award number:
R305B200024
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
Grant
The Higher Education Randomized Controlled Trial (THE-RCT) Project: Synthesizing Evidence from 15+ Years of RCTs in Postsecondary Education
This project synthesized evidence from 15+ years of postsecondary randomized controlled trials (RCTs) conducted by MDRC to draw conclusions about effective intervention strategies for boosting rates of college success. Drawing on detailed data from 30 large-scale postsecondary RCTs of 39 interventions, including 65,000 students, this project
Federal funding program:
Award number:
R305A190161
Grant
Mapping Workforce Certificate and Degree Pathways in Ohio: Are Postsecondary Training Opportunities Setting Students Up for Success?
This project sought to improve student progression through stackable credential pipelines -sequences of aligned credentials that connect from short-term certificates to a bachelor's degree and beyond in a chosen field. The partnership team assessed growth in stackable credential programs in health, manufacturing, and information technology; patterns of credential-stacking; and earnings outcomes for individuals who stacked credentials. Based on these findings, the team developed an agenda for...
Federal funding program:
Award number:
R305H190033
Grant
The Consequences of High School Exit Examinations for Student Life Outcomes: Evidence from a Research-Practice Partnership in Massachusetts
The partnership team will evaluate Massachusetts' long-standing policy of requiring students to pass high school exit examinations (HSEE) in core subjects to earn a high school diploma. The team will generate robust causal evidence of the impact of Massachusetts exit examinations administered between 2002 and 2019 on long-term student outcomes including educational attainment, labor market earnings, and criminal justice involvement. During the state's transition to a new assessment (2020-202...
Federal funding program:
Award number:
R305H190035
Grant
The Effects of College Aid Programs: A Systematic Review and Meta-Analysis
The research team conducted systematic literature review and meta-analysis to estimate the effects of different types of financial aid programs on college student outcomes from initial enrollment to post-college labor market outcomes.
Federal funding program:
Award number:
R305A180102
Grant
Designing Crowdsourced Mentorship to Support Low-Income High School Students' College Enrollment
This partnership will develop and test a mentorship model for extending advising to college-accepted high school graduates during the summer months after graduation. Prior research has documented a pattern of "summer melt" in which motivated and academically-prepared high school graduates who have been accepted to college decide not to enroll in college. Summer melt is especially prevalent among low-income, African American, and Latinx students. Through prior research, the partnership team i...
Federal funding program:
Award number:
R305H180051
Grant
Evaluating Incentives for Full-time Enrollment at California Community Colleges
Researchers will assess the efficacy of a California financial aid program to provide additional financial aid to community college students that is intended to encourage full-time enrollment and timely degree completion. Although most community college credential and degree programs require a maximum of two years of coursework, students often take almost twice that long to complete their programs. Moreover, a significant proportion of students who enroll in community college never complete ...
Federal funding program:
Award number:
R305A180227
Grant
Efficacy of Viridis Learning Tool: A Technology-Based Approach to Advising and Job Matching
The purpose of this project is to assess the efficacy of the Viridis tool, a multi-platform software application designed to facilitate credential completion and subsequent job placement for community college students enrolled in one-year occupational certificate programs. Although significant increases in wages and job quality are associated with certificate completion, many students do not complete a credential of any kind before exiting community college. Unfinished occupational credentia...
Federal funding program:
Award number:
R305A180377
Grant
A Leaky Pipeline: Community College Students and Pathways to the Bachelor's Degree
In this project, researchers seek to identify malleable factors that have the potential to increase the low percentage of community college students who transfer to a bachelor's degree program and subsequently complete a bachelor's degree. By identifying the specific stages in the transfer pipeline at which many students stall-as well as the supports that can help them to transition to subsequent stages-this project will generate actionable insights for college leaders and inform future rese...
Federal funding program:
Award number:
R305A180139
Grant
An Experimental Evaluation of Corequisite Developmental Education in Texas
The partnership assessed whether placing incoming college students testing near college-ready in writing into a corequisite model that paired a college-level English Composition I course with a concurrent developmental education support produced higher rates of college success than requiring these students to complete a developmental (remedial) Integrated Reading and Writing course prior to enrolling in credit-bearing courses. The evaluation responded to prior research evidence showing that ...
Federal funding program:
Award number:
R305H170085
Grant
Doubling Up? Understanding the Long-Term Effects of Ninth-grade Algebra Reform on College Persistence and Graduation
In this project, the research team will assess whether the "double-dose algebra" policy implemented by Chicago Public Schools (CPS) between 2003 and 2004 led to increases in college attainment and degree completion for students assigned to extra math instruction as a result of the policy. This project builds on three previous IES-funded projects, all of which found positive effects associated with the double dose policy. An initial Efficacy and Replication project found that 9th-grade algebr...
Federal funding program:
Award number:
R305A170602
Grant
The Outcomes and Return on Investment of Concurrent Enrollment in Colorado: A Researcher-Practitioner Partnership to Improve Postsecondary Access and Success
The goals of this project are to:
Federal funding program:
Award number:
R305H170049
Grant
College Completion Network Lead
The College Completion Network Lead provides the organizational structure needed to ensure that the College Completion Network runs smoothly and accomplishes its goals and objectives. The Network Lead coordinates annual meetings of the entire Network as well as ongoing working group meetings focused on crucial completion-related topics. The Lead will conduct independent research to inform the network and the broader public, including a gap analysis of current college completion research and ...
Federal funding program:
Award number:
R305N170003
Grant
Affording Degree Completion: A Study of Completion Grants at Accessible Public Universities
This project will refine and evaluate completion grants, a form of financial aid that some postsecondary institutions provide to students who are close to completing their degrees yet at risk of departure from college due to insufficient funding to cover their tuition and student fees. Completion grants combine relatively small amounts of financial grant aid ($500 to $1500) with "skin in the game" requirements,which encourage students to take responsibility for succeeding in college. The mai...
Federal funding program:
Award number:
R305N170020
Grant
Nudges to the Finish Line: Experimental Interventions to Prevent Late College Departure
This research team will investigate whether text messages that provide personalized information to students attending open- and broad-access enrollment institutions will help them complete their college degrees. The team will complete both development and evaluation activities. The main objective during the development phase of the project will be to develop a text messaging campaign that is informed by the specific informational, behavioral, and psychological challenges that can pose obstac...
Federal funding program:
Award number:
R305N160026
Grant
The Men of Color College Achievement (MoCCA) Project
In partnership with the Community College of Baltimore County (CCBC), this research team will refine and evaluate a college success course combined with a set of services designed to boost the success of male students of color. This project addresses the problem that college completion rates for men of color at open- and broad-access postsecondary institutions lag behind completion rates for most other students. The team will complete both development and evaluation activities for an interve...
Federal funding program:
Award number:
R305N160025
Grant
Continuous Improvement Research to Support the Implementation of a Statewide Reform to Postsecondary Developmental Education—A RAND-THECB Research Partnership
This partnership engaged in continuous improvement strategies and research to help Texas colleges develop and implement effective approaches to complying with the state's developmental education reform policy. Historically, institutions have committed substantial resources to developmental education to prepare students for college-level coursework, yet many students never completed their developmental course sequence or moved on to credit-bearing coursework. Low rates of success in developme...
Federal funding program:
Award number:
R305H150069
Grant
Continuous Improvement of a What Works Clearinghouse Rated Early Mathematics Intervention
In this implementation science project researchers and local public pre-kindergarten administrators and teachers worked as teams to improve teachers' implementation of a What Works Clearinghouse-reviewed curriculum, Pre-K Mathematics. Previous IES-funded research (see Related Projects below) has found this curriculum to be effective at improving low-income students' readiness for elementary school mathematics. Anecdotal evidence has suggested that some teachers, who have learned to implement...
Federal funding program:
Award number:
R305H150093
Grant
California Community Colleges and Career Technical Education: A Research-Practitioner Partnership
This project was a collaboration between researchers at the University of California at Davis (UCD) and the Chancellor's Office of the California Community College (CCCCO) system. The purpose was to investigate the outcomes of students enrolled in CTE courses and programs at the state's community colleges. Specifically, the project focused on:
Federal funding program:
Award number:
R305H150073
Grant
Changing the Odds: A Short-Cycle Approach to Improving Students' Long-Term Mathematics Outcomes
The purpose of this project is to address the problem that weak math achievement among middle school students leaves them unprepared for high school-level math course work, thereby putting them at risk for leaving high school, or graduating from high school unprepared for college or employment. Researchers will follow a continuous improvement process as they implement, adapt, and revise a math instruction intervention with four high-poverty middle schools that use professional learning commu...
Federal funding program:
Award number:
R305H150028
Grant
Continuous Improvement in Ninth Grade Student Outcomes through Engaging Families to Support Students in the Transition from Middle to High School
The partnership formed for this research project will work with middle and high schools to improve family engagement with school as students make the transition from middle to high school. Partners will address truancy and course failure during ninth grade, as they have significant negative impacts on students' probabilities of graduating from high school. Although research shows that family involvement in children's schooling increases attendance and school performance, family involvement i...
Federal funding program:
Award number:
R305H150081
Grant
Center on Standards, Alignment, Instruction and Learning (C-SAIL)
The Research and Development Center on Standards, Alignment, Instruction, and Learning (C-SAIL) will examine the implementation of college- and career-ready standards in 5 states, assess how they are related to student outcomes in 50 states, and test an intervention that supports standards-aligned instruction in 5 states. C-SAIL's launch occurs at a time when states and districts across the country are engaged in a variety of initiatives aimed at implementing college- and career-ready standa...
Federal funding program:
Award number:
R305C150007
Grant
Impact of Early College High School (ECHS) Model on Postsecondary Performance and Completion
Early colleges are small, innovative high schools that combine college with high school to increase college success for students under-represented in postsecondary education. The Early College High School (ECHS) model targets students from low-income families, students who will be the first in their family to attend college, and students from minoritized racial and ethnic groups. This project assessed the efficacy of the ECHS model as implemented in North Carolina, a state that began impleme...
Federal funding program:
Award number:
R305A140361
Grant
Coaching to Improve Common Core Aligned Mathematics Instruction in Tennessee
The Common Core State Standards in Mathematics (CCSS-M) set high standards for procedural fluency, conceptual understanding, and reasoning, and call upon teachers to instruct in ways that support students as they work to meet these ambitious standards. As districts and states work toward implementing the CCSS-M, they are revisiting typical professional development for mathematics teachers.
Federal funding program:
Award number:
R305H140112
Grant
Center for the Analysis of Postsecondary Readiness
During the past 40 years, the United States has made major advances in expanding access to postsecondary education, but many students arrive at college without the requisite English and math skills to perform college-level work. Community colleges and other open-access institutions have traditionally responded by placing such students into sequential developmental (or remedial) education courses with outdated curricula and instructional practices. Unfortunately, research indicates that stude...
Federal funding program:
Award number:
R305C140007
Grant
What Works for Title I Schools: Understanding the Contributors and Barriers to School Improvement
The goal of this partnership was to lay the groundwork for future improvements to Arizona's Priority schools using a three-part strategy. First, the partnership identified measures in existing ADE data sources that predict student achievement. Next, the partnership employed these measures to assess the effectiveness of ADE school improvement strategies. The partnership assessed factors that predict student achievement within Arizona's 74 Priority schools as well as a sub-sample of 74 medium-...
Federal funding program:
Award number:
R305H130080
Grant
New York City Partnership for College Readiness and Success
he team sought to enhance the capacity of the NYCDOE and CUNY to monitor student progress toward college-ready credentials, hold schools and colleges accountable for helping students reach this goal, and develop interventions and supports for schools that struggle to keep students on track toward college.
Federal funding program:
Award number:
R305H130048
Grant
Academic Trajectories and Policies to Narrow Achievement Gaps in San Diego
The goal of this project was to enhance the SDUSD's access to high-quality, relevant information by producing ideal trajectories-what it means to be "on track" at every stage of in ideal student's career-as well as accurate on-track indicators of individual students' on-track statuses.
Federal funding program:
Award number:
R305H130059
Grant
Project Families4College (F4C)
The purpose of this project is to develop a modular curriculum designed to address parent and student access to information about college and planning ahead for college, especially for high-risk Hispanic/Latino families and students. Implemented in partnership with high schools, the Project Families4College (F4C) is intended to develop parent and student “college knowledge” through two-way streams of communication between the home and school to enhance college enrollment. F4C will immer...
Federal funding program:
Award number:
R305A140699
Grant
The Center for Analysis of Postsecondary Education and Employment
The Center for Analysis of Postsecondary Education and Employment (CAPSEE) conducts research and provides national leadership (in cooperation with IES) in order to advance knowledge regarding the link between postsecondary education and the labor market. The Center aims to clarify this link with attention to three key topics: (1) relatively short-term occupational degrees (occupational associate degrees and certificates or diplomas) that are designed to improve labor market outcomes; (2) th...
Federal funding program:
Award number:
R305C110011
Grant
Follow-Up to the Study of the Efficacy of North Carolina's Early College High School Model
This project will carry out a follow-up of students already taking part in an evaluation of North Carolina's Early College High School program. Early College High Schools are intended to increase the number of students graduating from high school who are prepared for and who enroll in postsecondary education. In this follow-up study of an earlier IES grant (R305R060022) that found significant initial impacts on 9th and 10th graders, impacts will be estimated for longer-term outcomes includin...
Federal funding program:
Award number:
R305A110085
Grant
Evaluation of a Random Assignment Intervention to Improve College Choice Among High Achieving, Low Income Students
Evidence suggests that low-income, high-achieving students are not as likely to attend selective colleges as their high-income, high-achieving peers. However, selective colleges have much greater resources per student than typical nonselective four-year colleges, including such resources as more faculty members per student, better trained faculty, and better campus facilities and services. This study evaluates the effects of four interventions designed to increase application to selective co...
Federal funding program:
Award number:
R305A100120
Grant
Evaluation of Ninth Grade Academies in Broward County Public Schools
The purpose of the project is to assess the impact of Ninth Grade Academies (NGAs) on student engagement and performance in ninth grade and throughout high school. NGAs in Broward County and Florida are self-contained units located in a designated area of the school, with their own dedicated teaching faculty, guidance staff, and social services to create an intact community for the transition year of ninth grade. They have interdisciplinary teacher teams that share the same students and have...
Federal funding program:
Award number:
R305E090019
Grant
An Evaluation of the SOURCE (Student Outreach for College Enrollment) Program: An Intervention to Promote College Application and Enrollment Among Urban Youth
In the early 2000s, young people from higher income families were much more likely to attend college than those of limited means, and only about half of the disparity was attributed to differences in high school grades and test scores. The researchers conducted this study to assess an advising program that sought to increase college-going among inner-city youth. The advising program was motivated by research that showed disadvantaged students were less successful than other students in compl...
Federal funding program:
Award number:
R305F050274
Grant
Interdisciplinary Training Program in the Education Sciences (ITP)
The Interdisciplinary Training Program (ITP) at the University of Wisconsin, Madison trained fellows to carry out rigorous quantitative research to provide scientific evidence on pressing problems of policy and practice in education.
Federal funding program:
Award number:
R305C050055
Grant
Center for Data-Driven Reform in Education
The Center for Data-Driven Reform in Education (CDDRE) conducts research into how school districts can use data-driven reform to improve student achievement. CDDRE provides the following services to state, district, and school leadership teams through its Raising the Bar program:
Federal funding program:
Award number:
R305A040082
Grant
Montana Continuous Improvement in Education Research to Improve Secondary School Literacy Outcomes
In this project, the researchers employed a continuous improvement process to support the literacy skills of middle and high school students. Although literacy programs such as the Montana Striving Readers Program (MSRP) had made progress toward improving the literacy skills of elementary and middle school students, the MT-OPI remained concerned regarding the large numbers of Montana economically disadvantaged students and American Indian students entering secondary schools with insufficient...
Federal funding program:
Award number:
R305H150003
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