Louis Mariano
Associated IES Content
FY2013 - FY2015
FY2013 - FY2015 Statistics and Modeling Peer Review Panel
FY2017
Reading, Writing, and Language Development FY2022
FY2022 - FY2023
Reading, Writing, and Language Development
FY2020 - FY2022
FY2020-FY2022 Statistics and Modeling Peer Review Panel
Grant
Using Student Achievement Data to Monitor Progress and Performance: Methodological Challenges Presented by COVID-19
The RAND Corporation and the Northwest Evaluation Association (NWEA) identified promising analytic methods for practitioners, policymakers, and researchers to adapt and respond to COVID-19-induced disruptions to student assessment programs. These methods are to help with decisions often based on student test scores regarding -
Federal funding program:
Award number:
R305U200006
FY2019 - FY2021
FY2019-FY2021 Statistics and Modeling Peer Review Panel
FY2018
FY2018 Single-Session Peer Review Panel
FY2018
FY2018 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
report
Impact Study
Impact of a Checklist on Principal-Teacher Feedback Conferences Following Classroom Observations
In partnership with the New Mexico Public Education Department, Regional Educational Laboratory (REL) Southwest researchers conducted a statewide experiment in school year 2015/16 to test impacts of a checklist on the feedback conferences principals had with teachers after formal classroom observations. Of the 336 participating schools in New Mexico, the REL Southwest researchers selected half at random in fall 2015 as the treatment group. All school leaders in the treatment group received th...
Jan 01, 2018
FY2017 - FY2020
FY2017 - FY2020 Statistics and Modeling Peer Review Panel
FY2015 - FY2017
FY2015 - FY2017 Statistics and Modeling Peer Review Panel
FY2014 - FY2016
FY2014 - FY2016 Statistics and Modeling Peer Review Panel
Grant
Evaluation of the Long-Term Effects of Retention under New York City's Student Promotion Policy
A growing number of states and school districts have established policies that link grade promotion decisions to standardized test performance. The assumption underlying such policies is that an additional year of instruction in the same grade will help struggling students acquire the skills needed to succeed in future grades. Grade retention remains highly controversial and considerable uncertainty exists regarding the causal effect of retention on student outcomes. The researchers will ex...
Federal funding program:
Award number:
R305E120006
Grant
Modeling Longitudinal Effects of New York City's 5th Grade Promotion Policy on Student Achievement through a Regression Discontinuity Design
This project will examine the effects of grade retention and supportive interventions under the promotion policy currently in place for 5th graders in New York City. This project is taking place within an already existing larger evaluation of the New York City promotion policy and is focusing specifically on the subset of at-risk students who qualify for support in both English and math. These students have been left out of similar past studies but are to be included in this study through th...
Federal funding program:
Award number:
R305A090039
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