Shazia Miller

Associated IES Content

FY2017

FY2017 Single-Session Peer Review Panel
Grant

National Board Certification Efficacy Study

The purpose of this study is to examine the impact on student outcomes of being taught by a National Board Certified Teacher (NBCT) versus being taught by a teacher not certified by this system. The National Board for Professional Teaching Standards (National Board) has certified more than 112,000 teachers since 1987 through a standards-based, comprehensive assessment of teacher pedagogical and content expertise. The National Board launched the third version of its certification system in 20...
Federal funding program:
Education Research Grants
Award number:
R305A170131

FY2016

FY2016 Single-Session Peer Review Panel

FY2015

Single-Session Panels
report Descriptive Study

Who will succeed and who will struggle? Predicting early college success with Indiana's Student Information System

This study examined whether data on Indiana high school students, their high schools, and the Indiana public colleges and universities in which they enroll predict their academic success during the first two years in college. The researchers obtained student-level, school-level, and university-related data from Indiana's state longitudinal data system on the 68,802 students who graduated high school in 2010. For the 32,564 graduates who first entered a public 2-year or 4-year college, the res...
Mar 01, 2015

FY2014

FY2014 Single-Session Peer Review Panel

FY2013

FY2013 Single-Session Peer Review Panel
Grant

A Proposal to Measure the Impact of Indiana's System of Diagnostic Assessments on Student Achievement Outcomes

This project will study the impact of Indiana's statewide Diagnostic Assessment Intervention on changes in teachers' instructional behaviors and on K-8 student performance on state accountability tests using a randomized control design. It will also examine whether variation in implementation of the Diagnostic Assessment Intervention is associated with differences in impacts and whether school, teacher or student characteristics modify the effects of the intervention on student test scores u...
Federal funding program:
Partnerships and Collaborations Focused on Problems of Practice or Policy
Award number:
R305E090005