Jeremy Roschelle

The Community Hub of ATS Teams (CHATS-Teams) will support the Accelerate Transform Scale (ATS) Initiative by building a strong field of education innovators.

The Using Generative AI for Reading R&D Center (U-GAIN Reading) will investigate how to apply AI innovations, aligned to scientific evidence about reading, to achieve strong, equitable gains for diverse elementary school students, with a specific focus on English learners (ELs). U-GAIN Reading will ask two overarching research questions: (1) How can generative AI improve reading performance for ELs and all students who are not yet reading connected text? (2) How can generative AI improve...

The use of digital learning platforms has grown considerably in recent years. These platforms generate considerable amounts of process data, which show how users are interacting with the content. However, many in the education research community struggle to analyze and extract meaningful knowledge from large-scale process data to inform education practice or policy. This training program will provide education researchers with training on how to effectively apply various algorithms to levera...

The Network Lead will help platform developers, researchers, and educators share ideas, build knowledge, and strengthen dissemination. SEERNet will (a) maximize the distinctive advantages of organizing research around Digital Learning Platforms, (b) align to IES's goals by focusing activities around the Standards for Excellence in Educational Research ("SEER"), and (c) achieve deeper and broader national impacts by leveraging extensive, existing networks of education partners, researchers, a...

The purpose of the project was to conduct a replication study of the impact of a fully developed, widely adopted intervention called ASSISTments on student mathematics outcomes. Findings from a previous IES-funded efficacy study, conducted in Maine, indicated this intervention led to beneficial impacts on student-learning outcomes. The current study examined the impacts of this intervention with a more diverse sample and relied on mathematics coaches (instead of the intervention developers) ...