Michael Weiss
Associated IES Content
Grant
Planning Randomized Controlled Trials in Community Colleges
The project team developed products to support community college researchers with the same type of empirically based benchmarks, design parameters, and tools currently available for K-12 researchers planning and interpreting randomized controlled trials (RCTs).
Federal funding program:
Award number:
R305D190025
Grant
Assessing the Long-Term Efficacy and Costs of the City University of New York's (CUNY'S) Accelerated Study in Associate Programs (ASAP)
In this project, the research team will assess whether the City University of New York's (CUNY's) Accelerated Study in Associate Programs (ASAP) intervention causes more college students to complete degrees, measured at seven years after initial college enrollment. This is a follow-up study to a previous efficacy study conducted by MDRC and funded by the New York City Center for Economic Opportunity. Because the ASAP intervention includes a comprehensive set of supports over a long (three-ye...
Federal funding program:
Award number:
R305A160273
Grant
An Empirical Analysis of Two Methodological Issues for Education Research Caused by Variation in Program Impacts
Federal funding program:
Award number:
R305D140012
Grant
Using Computer-Assisted Instruction to Accelerate Students through Developmental Math: An Impact Study of Modularization and Compression
In this project, researchers examined two distinct interventions for Texas community college students who were referred to non-credit remedial math. At the time of this study, the majority of entering community college students were referred to developmental (or remedial) math, and success rates in the developmental math course sequence and college more broadly were discouraging. The first intervention the researchers examined was called ModMath, a modularized course using computer-assisted ...
Federal funding program:
Award number:
R305A130125
Grant
Evaluating the Long-Term Effects and the Costs of Two Community College Interventions
Community colleges serve as an important doorway to higher education for a growing number of minority and low-income students, working adults, parents, and first-generation college students. A large number of such students who enter with the goal of completing a college degree are not successful. To address this problem, a number of innovative programs have been developed to support entering community college students at-risk for dropping out. This project will evaluate the long-term educat...
Federal funding program:
Award number:
R305A100066
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
Combining Causal Inference and Psychometrics
Test scores are ubiquitous in education research aimed at estimating the causal effects of programs, policies, and practices. However, test scores are also complex statistical objects that can create complications for causal analysis. The purpose of this project is to develop the Principal Investigator's (PI's) career as an education methodologist who combines the insights and frameworks of psychometrics and causal inference to tackle the methodological complications of doing causal analysis...
Federal funding program:
Award number:
R305B240026
Grant
Ten-Year Follow-up of Two RCTs of CUNY's ASAP Model – Educational and Labor Market Outcomes
The research team will examine the 10-year impact of the City University of New York's (CUNY) Accelerated Studies in Associate Programs (ASAP) on education and labor market outcomes. CUNY ASAP is a 3-year program, designed and implemented by CUNY, that provides comprehensive supports including student support services, financial supports, and structured pathways. Since its inception in 2007, ASAP has served more than 88,000 students at CUNY, has been replicated across 7 states, and is widely...
Federal funding program:
Award number:
R305A240240
Grant
Identifying Best Practices for Estimating Average Treatment Effects in Cluster Randomized Trials: Estimands, Estimators, and Estimates
The purpose of this grant is to provide guidance to applied researchers on the best estimands and estimators of those estimands for analyses of cluster randomized control trials (CRTs).
Federal funding program:
Award number:
R305D220046
Grant
An Intervention Return on Investment (ROI) Tool for Community Colleges
The purpose of this project is to calculate the return on investment before a college or system decides to implement an effective intervention for their students. Postsecondary research over the last 20 years has made great strides in identifying effective interventions and estimating their cost-effectiveness. The main objective of the proposed project is to provide a third piece of information critical to college administrators' decision-making about intervention adoption: an estimate of th...
Federal funding program:
Award number:
R305U200007
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
Evaluating the Impact of CUNY Start through a Researcher (MDRC) – Local Education Agency (City University of New York) Partnership
Most community college students are referred to developmental education courses to build basic skills. Colleges have typically responded to the needs of students referred to developmental coursework by designing multi-level, non-credit course sequences in reading, English, and math. However, students often struggle in these courses and college more broadly. To help address the needs of incoming students, the City University of New York (CUNY) developed CUNY Start (CS), a multifaceted pre-mat...
Federal funding program:
Award number:
R305H140065
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
University of Pennsylvania Pre-doctoral Training Program in Interdisciplinary Methods for Field-based Research in Education
The University of Pennsylvania's Predoctoral Training Program in Interdisciplinary Methods for Field-based Research in Education emphasized field-based, multi-disciplinary research, including randomized controlled trials of educational interventions and innovations.
Federal funding program:
Award number:
R305C050041
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