Ryan Williams
Associated IES Content
Grant
Exploring Heterogeneity in Mathematics Intervention Effects Using Meta-Analysis
The purpose of this project was to better understand the conditions and contexts for why one study may find that a mathematics intervention works while another study on the same intervention may not find an effect. Unfortunately, this variation or heterogeneity in intervention effects are often not explored together to determine why the intervention worked in one context but not the other. By examining the heterogeneity in treatment effects, researchers and practitioners can have a better un...
Federal funding program:
Award number:
R305A170146
FY2018
FY2018 Special Education Peer Review Panel
Blog
English Learners: Analyzing What Works, for Whom, and Under What Conditions?
April is National Bilingual/Multilingual Learner Advocacy Month! In this guest blog, Dr. Ryan Williams, principal researcher at the American Institutes for Research, describes his IES-funded project focused on identifying factors that help explain variation in the effects programs have on English learner student outcomes using a broad systematic review and meta-analysis. Over the past two decades, empirical research on programs that support English language and multilingual learners has surged
Date published:
Apr 24, 2023
FY2020
FY2020 Social and Behavioral Peer Review Panel
Grant
Examining Heterogeneity in English Learner Program Effects With Meta-Analysis
Researchers in this study conducted a systematic review to identify rigorous studies of interventions aimed to improve English learner (EL) student learning outcomes and meta-analyze the studies. Researchers used meta-analysis to identify factors related to program effectiveness including characteristics of the studies and their methods, program features, outcome characteristics, sample characteristics, and study settings.
Federal funding program:
Award number:
R305A200082
report
Descriptive Study
District Changes in Student Achievement and Local Practice under Georgia's District and School Flexibility Policy
In 2007 Georgia instituted a flexibility policy through which school districts enter into performance contracts with the state, receiving waivers from state rules, provisions, and guidelines in exchange for agreeing to meet annual accountability targets. The performance contracts are intended to incentivize innovations that increase achievement among all students. Between 2008/09 and 2016/17, 178 of Georgia's 180 districts entered into a performance contract. The Georgia Department of Educati...
Jan 01, 2020
FY2019
FY2019 Social and Behavioral Peer Review Panel
FY2018
FY2018 Social and Behavioral Peer Review Panel
FY2017
FY2017 Social and Behavioral Peer Review Panel
Grant
Meta-Analysis Training Institute
Systematic reviews and meta-analyses can provide insight about what educational interventions work, for whom, and under what conditions. Large-scale meta-analyses can examine how intervention effects might vary across studies, providing insights about what we do or do not know about how to improve outcomes for all students. Thus, increasing the quality of systematic reviews and meta-analysis in education research enhances our understanding of important educational issues and highlights areas...
Federal funding program:
Award number:
R305B190002
report
Descriptive Study
Performance in Science on the Minnesota Comprehensive Assessments-Series II for Students in Grades 5 and 8
Policymakers in Minnesota have made assessing and improving student science performance a priority (Minnesota High Tech Association 2010a,b). Minnesota has supported several statewide initiatives to promote science, technology, engineering, and math (STEM)--including a grant from the National Governors Association to increase science learning opportunities, align K-12 STEM education requirements with postsecondary workplace expectations, improve the quality and quantity of STEM teachers, benc...
Apr 01, 2012
report
Descriptive Study
A Descriptive Analysis of the Principal Workforce in Wisconsin
This study responds to a request from the Wisconsin Department of Public Instruction for information on Wisconsin's school principal workforce population. Descriptive analyses addressed two research questions: (1) How do the demographic characteristics of Wisconsin school principals compare how did these characteristics change over 1999-2009?; and (2) How does the eight-year retention rate for a cohort of new Wisconsin principals from 2000 to 2002 compare with the retention rate of returning ...
Mar 01, 2012
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