Pei Zhu
Associated IES Content
Grant
Examining Effects of Social-Emotional Learning on Outcomes Through High School and Beyond: A Follow-up Study of INSIGHTS
The aim of this study is to conduct a long-term efficacy follow-up of INSIGHTS into Children's Temperament. INSIGHTS is a comprehensive school based preventive intervention that aims to support children's social-emotional development in order to improve their behaviors, social-emotional well-being, and academic skills during the transition to elementary school. Findings from the original cluster randomized trial of INSIGHTS implemented in kindergarten and first grade in schools serving stude...
Federal funding program:
Award number:
R305A220174
Grant
Investigating the Potential of Machine Learning Methods for Identifying Impact Variation in Randomized Control Trials
In research on the effects of education interventions, there is interest not only in the overall average treatment effect but also in effects for subgroups of sample members and whether those effects differ. The purpose of this grant is to investigate the value and limitations of using machine learning to detect the presence of heterogeneous subgroup impacts in randomized control trials (RCTs) in education and other policy domains. The machine learning approach does not require researchers t...
Federal funding program:
Award number:
R305D220028
Grant
The Using Generative AI for Reading R&D Center
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...
Federal funding program:
Award number:
R305C240040
resource
Training Material
First-Year Effects of Early Indicator and Intervention Systems in Oregon
Many districts in Oregon have adopted an early indicator and intervention system (EIIS) to identify students at risk of not graduating, assign interventions, and monitor student response. REL Northwest examined the effects of the first year (2018/19) of EIIS adoption on chronic absenteeism, disciplinary infractions, course progression, and academic performance. We provided coaching to Oregon partnership members and REL Northwest Governing Board members on the study to increase their capacity ...
Dec 13, 2021
resource
Fact Sheet/Infographic/FAQ
First-year effects of early indicator and intervention systems in Oregon
This infographic spotlights findings from a study on the early effects of EIIS on chronic absenteeism, disciplinary infractions, course progression, and academic performance during the 2018/19 school year in Oregon. It also shows how an EIIS is expected to improve high school graduation rates.
Aug 31, 2021
report
Impact Study
First-Year Effects of Early Indicator and Intervention Systems in Oregon
Although Oregon has made recent gains in its overall high school graduation rate, 21 percent of public school students entering grade 9 in 2014 did not graduate within four years, by 2018. To improve graduation rates, Oregon voters approved Ballot Measure 98 in 2016 to fund dropout prevention and college and career readiness initiatives in high schools. Many districts used the funding to adopt an early indicator and intervention system (EIIS) to identify students who are not on track to gradu...
Aug 01, 2021
report
Evaluation Report
NCEE Evaluation Brief: After School Reading
The District of Columbia School Choice Incentive Act of 2003 was passed by Congress in January 2004.
Apr 01, 2009
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