Kelly Hallberg
Associated IES Content
Grant
Robustness of Comparative Interrupted Time Series Designs in Practice
Much research in education is designed to address causal questions. By randomly assigning schools, classrooms, or students to treatment conditions, randomized controlled trials (RCTs) ensure that the treatment and control groups are equivalent in expectation, but RCTs are not always feasible to implement. When RCTs are not possible, education researchers rely on quasi-experimental research designs to address causal questions, but it is only appropriate to do so when these designs produce tru...
Federal funding program:
Award number:
R305D140030
Statistics and Modeling FY2021 - FY2024
Statistics and Modeling FY2021 - FY2024
FY2020 - FY2022
FY2020-FY2022 Statistics and Modeling Peer Review Panel
FY2019
FY2019 Single-Session Peer Review Panel
FY2019 - FY2021
FY2019-FY2021 Statistics and Modeling Peer Review Panel
FY2018
FY2018 Single-Session Peer Review Panel
FY2018
FY2018 Early Intervention and Early Childhood Education Peer Review Panel
FY2017 - FY2020
FY2017 - FY2020 Statistics and Modeling Peer Review Panel
FY2016
FY2016 Single-Session Peer Review Panel
FY2016 - FY2019
FY2016 - FY2019 Statistics and Modeling Peer Review Panel
FY2015 - FY2017
FY2015 - FY2017 Statistics and Modeling Peer Review Panel
Grant
Multidisciplinary Program in Education Sciences
The MPES program had three related goals: (1) provide a unified interdisciplinary program of coursework and research mentoring on linkages among education policy, student cognition, and achievement in mathematics and reading; (2) ensure that the fellows receive training in rigorous, causally focused research methods; and (3) foster research collaborations among faculty and graduate students from different disciplinary traditions who have common interests in policy, learning, and methodology.
Federal funding program:
Award number:
R305B080027
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