University of California, Berkeley
Associated IES Content
Grant
Improving Methods for Policy Impact Evaluation with Group Panel Data in Education Research
When a randomized control trial is infeasible in an education setting, researchers can use quasi-experimental research designs. A commonly used approach is to use repeated observations of aggregate data, known as group panel data, before and after a new policy or intervention is put in place. To estimate the effects, researchers typically rely on either a comparative interrupted time series (CITS) or, increasingly, the synthetic control method (SCM), but there is not a clear set of best prac...
Federal funding program:
Award number:
R305D200010
Grant
A Longitudinal Study of the Effectiveness of a Pre-K Multisensory Literacy Curriculum
In this study, researchers proposed to examine the efficacy of the Ready, Set, Leap! (RSL) literacy curriculum for with at-risk pre-k children. The RSL curriculum focuses on important literacy skills that are essential to reading success in the first grade. It was an interactive, multi-sensory curriculum that was based upon research in literacy and early childhood education. Preliminary research at the time found that it improved literacy learning outcomes for young children.
Federal funding program:
Award number:
R305J030037
Grant
A Diagnostic Assessment of Meanings That Matter for Teaching High School Mathematics
Student achievement in mathematics in the United States continues to lag behind other developed countries. This relative underperformance in mathematics might be due to teachers' and students' view of mathematics as a collection of rules to be followed and their limited conceptions of mathematically important concepts. To understand this potential relationship between student mathematics knowledge and math meaning-making, this research team has developed the Mathematical Meanings for Teachin...
Federal funding program:
Award number:
R305A160300
Grant
Developing and Testing Multi-Component Computer-Based Assessment Tasks for the Next Generation Science Standards
The purpose of this project is to develop, revise, and validate online science assessments focusing on scientific argumentation in the domains of Structure of Matter and Ecology. Although student facility with science practices has been studied, there is limited research on how these practices may be supported within a classroom environment, and, in particular, how to readily assess students' ability to engage in scientific practice in an online environment. When it comes to engaging in scie...
Federal funding program:
Award number:
R305A160320
Grant
Investigating How and Under What Conditions Effective Professional Development Increases Student Achievement in Elementary Science
The purpose of this project is to explore and analyze data collected from an evaluation of three professional development interventions in science. There is wide variation in the ways professional development programs improve teachers' experience and skills, making it difficult to determine which features of professional development interventions are associated with better teacher or student outcomes. To obtain a better understanding of the contributions of teacher professional development p...
Federal funding program:
Award number:
R305A150341
Grant
First Grade, Second Language: Uniting Science Knowledge and Literacy Development for English Learners
The purpose of this study was to develop a model of literacy and science integration and associated curriculum materials to help English language learners (ELLs) in first grade become proficient readers, language users, and comprehenders. Building off an existing program for students in grades 2-5 called Seeds of Science/Roots of Reading, the new curriculum creates an authentic language-rich context in which students have systematic opportunities for reading, writing, talking, and 'doing' sc...
Federal funding program:
Award number:
R305A130610
Grant
Innovative Computer-Based Formative Assessment via a Development, Delivery, Scoring, and Report-Generative System
Formative assessments, when used correctly and consistently, can improve student learning. Furthermore, computerized formative assessments can provide teachers with rich diagnostic information about students' learning in a timely manner which allows for instructional planning. Many online assessment products currently exist but these products do not typically take into consideration students' learning progressions, incorporate complex item formats that evaluate constructed responses, or incl...
Federal funding program:
Award number:
R305A120217
Grant
Learning Progressions in Middle School Science Instruction and Assessment
State adopted science standards are designed to describe the level of science proficiency expected of students from Kindergarten to Grade 12. However, the standards are often organized in discrete grade levels without attention to the developmental continuity across grades. Learning progressions, a new approach to thinking about how to structure science education, outline potential cognitive paths that students might experience as they develop a more sophisticated understanding of a core sci...
Federal funding program:
Award number:
R305A100692
Grant
Teacher Quality: The Role of Teacher Study Groups as a Model of Professional Development in Early Literacy for Preschool Teachers
The purpose of this study is to develop a professional development intervention for preschool teachers using the Teacher Study Group (TSG) approach as the basis for enhancing teacher knowledge, beliefs, and practices in the areas known to be most critical to children's early literacy success.
Federal funding program:
Award number:
R305A090183
Grant
Closing the SES Related Gap in Young Children's Mathematical Knowledge
There is a national need for effective interventions to improve school readiness and subsequent achievement in mathematics for students from low-income families. A socioeconomic gap in mathematical knowledge is present in U.S. children by three years of age. This gap widens over the preschool years. Recent intervention research has found that early mathematics enrichment can significantly enhance low-income children's mathematical knowledge. However, providing a math intervention for 4-ye...
Federal funding program:
Award number:
R305A080697
Grant
Teaching Fractions and Integers: The Development of a Research-Based Instructional Practice
By fourth grade, students scoring at the Proficient level of achievement on the 2005 National Assessment of Educational Progress mathematics test should demonstrate an understanding of fractions and decimals. However, only 35 percent of fourth-grade students scored at or above the Proficient level of achievement on the assessment. The National Council of Teachers of Mathematics considers integers and fractions central to elementary mathematics education, and foundational for learning algebra...
Federal funding program:
Award number:
R305B070299
Grant
Scaling Up the Implementation of a Pre-Kindergarten Mathematics Curriculum in Public Preschool Programs
The primary purpose is to improve school readiness and subsequent achievement in math of students from low-income families. Low-income children enter kindergarten behind their middle-class peers in math knowledge. This gap in knowledge persists through high school. To work on addressing this issue, the investigators plan to examine the effectiveness of a pre-kindergarten mathematics intervention implemented at scale across two types of public preschool programs serving low-income children...
Federal funding program:
Award number:
R305K050004
Grant
Student Supports: The Role of Social Safety Net Programs in Community College Student Success
This project will examine the extent to which college students access existing basic needs safety net benefits they are eligible for, and how those benefits affect their educational outcomes. Across the country, many college students struggle to meet their basic needs while attending school. Public higher education institutions are well-situated to facilitate student access to safety net benefits, but data limitations have hampered previous efforts to assess eligibility and encourage take-up...
Federal funding program:
Award number:
R305A220451
Grant
Berkeley Research Experience and Methodology (BREM) Program
This postdoctoral program trained 6 postdoctoral fellows for 2 years each. A major methodological focus of the training program was multilevel and hierarchical modeling and the design and analysis of both randomized and observational studies in the presence of clustering.
Federal funding program:
Award number:
R305B110017
Grant
Research in Cognition and Mathematics Education
The Research in Cognition and Mathematics Education (RCME) predoctoral training program at the University of California, Berkeley provided training in the cognitive sciences, mathematics education, and methodologies essential to research in the social sciences.
Federal funding program:
Award number:
R305B090026
Grant
The Berkeley Research Experience and Methodology (BREM) Program
In the Berkeley Research Experience and Methodology Program, postdoctoral fellows investigated which characteristics, resources, and practices of teachers led to educationally significant differences in the students they taught.
Federal funding program:
Award number:
R305A070254
Grant
Integrating Science and Diversity Education: A model of Pre-Service Elementary Teacher Preparation
By 2010 it is expected that 40% of school age children will be of Latino, African American, Asian, or Native American descent, often sharing poverty, limited parent educational attainment, and limited English proficiency. Students in these groups typically have less access to science education and lower achievement in science. Fundamental to the problem is the limited knowledge base on how to teach science to diverse students and how to prepare the teachers that serve them. Using sociocul...
Federal funding program:
Award number:
R305M060065
Grant
Postdoctoral Training and Research in Children's Early Mathematical Training
This training program prepared fellows to conduct research relevant to the socioeconomic status (SES)-related gap in mathematical knowledge that appears early and widens during early childhood.
Federal funding program:
Award number:
R305B050013
Grant
A Longitudinal Study of the Effects of a Pre-Kindergarten Mathematics Curriculum on Low-Income Children's Mathematical Knowledge
In this project, the researchers evaluated the short-term and long-term effects of the prekindergarten mathematics curriculum on low-income children in California and New York.
Federal funding program:
Award number:
R305J020026
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