Performance Measures
Interventions With Evidence of Efficacy in Improving Student Outcomes in Reading or Writing
Interventions With Evidence of Efficacy in Improving Student Outcomes in Mathematics or Science
Interventions With Evidence of Efficacy in Enhancing Teacher Characteristics with Demonstrated Positive Effects on Student Outcomes
Interventions With Evidence of Efficacy of Improving Access to, Retention in, and Completion of Postsecondary Education
Interventions With Evidence of Efficacy of Improving School Readiness Outcomes in Early Childhood
Interventions With Evidence of Efficacy of Improving Behavior Outcomes Related to Academic Achievement
Interventions With Evidence of Efficacy of Improving Social-Emotional Outcomes Related to Academic Achievement
| GPRA Review Year | Reviewed Paper | Intervention Name | Grant Number |
| 2020 | Chuang, C., Reinke, W. M., & Herman, K. C. (2020). Effects of a universal classroom management teacher training program on elementary children with aggressive behaviors. School Psychology, 35(2), 128–136. [WWC Review] | Incredible Years Teacher Classroom Management (IYTCM) | R305A100342 |
| 2019 | Jamieson, J. P., Peters, B. J., Greenwood, E. J., & Altose, A. J. (2016). Reappraisal stress arousal improves performance and reduces evaluation anxiety in classroom exam situations. Social Psychological and Personality Science, 7(6), 579–587. [WWC Review] | Stress Reappraisal | R305A150036 |
| 2019 | Borman, G. D., Rozek, C. S., Pyne, J., & Hanselman, P. (2019). Reappraising academic and social adversity improves middle school students' academic achievement, behavior, and well-being. Proceedings of the National Academy of Sciences, 116(33), 16286–16291. [WWC Review] | self-affirmation intervention | R305A110136 |
| 2018 | Langberg, J. M., Dvorsky, M. R., Molitor, S. J., Bourchtein, E., Eddy, L. D., Smith, Z. D., . . . Eadeh, H. M. (2018). Overcoming the research-to-practice gap: A randomized trial with two brief homework and organization interventions for students with ADHD as implemented by school mental health providers. Journal of Consulting and Clinical Psychology, 86(1), 39–55. [WWC Review] | Homework, Organization, and Planning Skills (HOPS) and Completing Homework by Improving Efficiency and Focus (CHIEF) | R305A130011 |
| 2018 | Frank, J. L., Broderick, P. C., Oh, Y., Mitra, J., Kohler, K., Schussler, D. L., . . . Greenberg, M. T. (2018). The effectiveness of a teacher delivered mindfulness-based curriculum on adolescent social-emotional and executive functioning. Unpublished manuscript. [WWC Review] | Learning to Breathe (L2B) | R305A140113 |
| 2017 | DiPerna, J. C., Lei, P., Bellinger, J., & Cheng, W. (2015). Efficacy of the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP) Primary Version. School Psychology Quarterly, 30(1), 123–141. DiPerna, J., Lei, P., Bellinger, J. & Cheng, W. (2016). Effects of a universal positive classroom behavior program on student learning. Psychology in Schools, 53(2), 189–202. [WWC Review] | Social Skills Improvement System Classwide Intervention Program (SSIS-CIP) | R305A090438 |