Harvard University
Associated IES Content
Grant
Developing and Testing Training Modes for Improving Teachers' Race-Related Competencies to Promote Student Learners' Academic Adjustment
This project will develop and test three modes of delivery for a program designed to prepare educators to implement the Identity Project curriculum, a school-based curriculum that aims to build students ethnic-racial identity (ERI) to improve academic outcomes. Compared to non-Latino White youth, Black and Latino youth are less likely to meet grade-level expectations in math and reading and to graduate from high school. These inequities are explained, in part, by ethnic-racial minority youth...
Federal funding program:
Award number:
R305A200278
Grant
Understanding and Measuring Treatment Effect Heterogeneity in Large Scale Experiments and Pseudo-Experiments in Education
Federal funding program:
Award number:
R305D150040
Grant
Student Outcomes of Integrative Mental Health Services
: There is a growing need for school-based interventions to address the behavioral and academic challenges of the growing number of students who experience mental health problems. Although many evidence-based mental health interventions are being implemented in schools, they tend to address a single mental health disorder (e.g., anxiety) and do not adequately address the complex, multiple problems facing many children in schools. One evidence-based intervention, ChildSTEPS, is a flexible...
Federal funding program:
Award number:
R305A140253
Grant
Development of a Narrative Language and Reading Comprehension Program for Emergent Bilinguals With or At Risk for Reading Disabilities
The purpose of this project is to develop and test the promise of a narrative language and reading comprehension intervention called Guided, Explicit, Teaching of Oral and Written Narratives to Improve Narrative Text Comprehension (GET ON IT!) for emergent bilinguals with or at risk for reading disabilities (EBs with RD) in grades 2-4. GET ON IT will provide a unique extension of an existing narrative language intervention called Supporting Knowledge in Language and Literacy (SKILL), which w...
Federal funding program:
Award number:
R324A240204
Grant
Leveraging Technology and Engaging Students: Evaluating Covid-19 Recovery Efforts in the Los Angeles Community College District
The purpose of this Network project is to explore and evaluate the effects and impacts of online and hybrid course modalities on psychosocial and academic outcomes for Los Angeles Community College District (LACCD) students and to develop supports for modalities that improve academic outcomes. At the onset of the COVID-19 pandemic from Fall 2019 to Fall 2020 enrollment in the nine colleges in LACCD fell by 30%, jeopardizing the progress of reform efforts that had helped to produce an increas...
Federal funding program:
Award number:
R305X220018
Grant
Practical Tools for Large-Scale Evaluation of Text Data in Randomized Trials in Education
The purpose of this grant is to provide machine learning tools to improve the statistical power of an education impact analysis that relies on human-scoring of text passages written by students. Machine learning can be particularly useful in studies that have more text data than time, money, and/or coders to score all of the text data by human raters. By using the text and scores provided by the available human raters to train a machine learning algorithm, computer-scoring would then be used...
Federal funding program:
Award number:
R305D220032
Grant
Partnering in Education Research (PIER): An Interdisciplinary Predoctoral Training Program
Partnering in Education Research (PIER) training program is designed to train doctoral students to conduct quantitative education policy analysis and to conduct collaborative research with education agencies.
Federal funding program:
Award number:
R305B200012
Grant
Core Academic Language Skills Instrument: Refining the Assessment to Measure and Monitor English Learners' Progress
These researchers will develop and validate a computer-adaptive version of Core Academic Language Skills Instrument (CALS-I.1) for use with both English proficient (EP) and English learner (EL) students in grades 4 through 8. CALS-I.1 is an existing assessment that has been validated to predict EP students' reading comprehension skills based on their performance with academic vocabulary. However, CALS-I.1 was not developed for use with EL students. Research indicates that ELs typically becom...
Federal funding program:
Award number:
R305A190034
Grant
The Strategic Data Project for Higher Education
The Strategic Data Project for Higher Education
Federal funding program:
Award number:
R305U190001
Grant
The National Center for Rural Education Research Networks (NCRERN)
The National Center for Rural Education Research Networks (NCRERN) will establish a continuous improvement network to build the capacity of rural school districts and supporting state agencies to use their own data to improve the education of their students. The specific network model (known as Proving Ground) has been used in urban and suburban districts but not rural districts.
Federal funding program:
Award number:
R305C190004
Grant
The Language of Written Argumentation and Explanation: Individual Developmental Trajectories From 4th to 8th Grade
The purpose of this project is to examine how language skills change over time and how this supports academic writing in 4th through 8th grades. Language skills are necessary for writing complex texts as students get older, but research has not yet explored how these skills develop over time. The current study will explore how academic language (language features used in educational and scientific contexts) for writing, writing quality, and academic language for reading develop and change ov...
Federal funding program:
Award number:
R305A170185
Grant
Partnering in Education Research
Harvard established the Partnering in Education Research (PIER) training program to train doctoral students to conduct quantitative education policy analysis and to conduct collaborative research with education agencies.
Federal funding program:
Award number:
R305B150010
Grant
Digital Messaging to Improve College Enrollment and Success
This project will assess the efficacy of an intervention that provides high quality college-going information as well as informational counseling to low-income students when they are applying to, enrolling in, and entering college. Because low-income students often come from families with limited college experience, and may not receive adequate information about college from their high schools, the college application process can pose a substantial barrier to enrolling in college. The interv...
Federal funding program:
Award number:
R305A140121
Contract
Impact Evaluation of Training in Multi-Tiered Systems of Support for Behavior
Students' early problem behaviors in school can be disruptive and even hinder their learning and long-term success. To prevent these incidences, schools across the country report adopting multi-tiered systems of support for behavior (MTSS-B). The MTSS-B approach seeks to change the school learning environment by consistently teaching and reinforcing good behavior for all students, and then identifying and providing supplemental support to students who need it. Given the limited evidence on whi
Federal funding program:
Contract number:
ED-IES-14-C-0003
Contract
Elementary School Math Professional Development Impact Evaluation
Title II, Part A of the Elementary and Secondary Education Act provides monetary resources to improve teacher quality. One way to affect teacher quality, and thus teacher effectiveness, is by providing in-service teacher training, also called professional development (PD). Currently there is relatively little rigorous empirical evidence on the components of an effective PD program (i.e., the importance of emphasizing content knowledge and how that knowledge might be delivered to teachers and t
Federal funding program:
Contract number:
ED-IES-12-C-0080
Grant
Doubling Up? The Impact of Remedial Algebra on Students' Long-Run Outcomes
Over the past twenty years, there has been a movement across the nation for districts to implement "Algebra-for-all" policies in which 9th (or even 8th) grade students are required to take introductory algebra regardless of whether the students are academically prepared. School districts, especially those with high concentration of 9th grade students who lack foundational math skills, are concerned that early failure in algebra may lead to a series of negative consequences for struggling stu...
Federal funding program:
Award number:
R305A120466
Grant
Word Generation: An Efficacy Trial
Word Generation is a curricular intervention designed to promote adolescents' knowledge and use of academic vocabulary by providing opportunities for students to read and comprehend brief academic texts on compelling and controversial topics, to discuss those texts, to hear the academic words highlighted in those texts in a variety of settings, and to write brief persuasive essays about the controversial topics focused on. Word Generation materials have been developed for use in 6th, 7th, an...
Federal funding program:
Award number:
R305A090555
Grant
Effective Early Childhood Education Programs: Meta-Analytic Lessons from High Quality Program Evaluations
The goal of this project is to identify malleable early childhood education program characteristics associated with child achievement, cognition, antisocial behavior, and positive behavior. Researchers propose to use meta-analytic and regression-based methods to answer three key questions: (1) What structural characteristics of early education programs are associated with larger program impacts on achievement, cognition, antisocial behavior and positive behavior? (2) Is the addition of paren...
Federal funding program:
Award number:
R305A110035
Grant
Developing More Effective Test-Based Accountability by Improving Validity Under High-Stakes Conditions
Research on test-based accountability has documented a variety of distortions of educational practice that can lead to test score inflation. Specifically, this means that gains in scores on the tests used for accountability can be far larger than the actual gains in student learning they are intended to signal. The goal of this project is to: (1) evaluate the limitations of current assessment systems, including the features of tests that are most vulnerable to score inflation and the types...
Federal funding program:
Award number:
R305A110420
Grant
Intended and Unintended Consequences of State High-Stakes Testing: Evidence from Standards-Based Reform in Massachusetts
This project will evaluate the impact of high stakes (for students and schools or for schools only) testing in Massachusetts. Massachusetts began administering the Massachusetts Comprehensive Assessment System (MCAS) mathematics and English/language arts examinations in 1998. For the class of 2003, the 10th grade tests became high-stakes exit examinations. Students must pass both tests in order to receive a high school diploma.
Federal funding program:
Award number:
R305E100013
Grant
Increasing Opportunities-to-Learn in Urban Middle Schools
Increasing opportunities-to-learn for all students in urban, public schools is imperative, especially for students who are English Language Learners (ELLs). ELLs are almost twice as likely as their native English-speaking peers to be retained a grade and/or to dropout of school. This study will evaluate the efficacy of the Academic Language Instruction for all Students (ALIAS) program in urban middle schools. ALIAS is an instructional intervention designed to improve the reading comprehensio...
Federal funding program:
Award number:
R305A080631
Grant
Virtual Performance Assessments for Measuring Student Achievement in Science
Science inquiry process skills are difficult to assess with multiple choice or constructed-response paper-and-pencil tests. This project will develop three single-user immersive three-dimensional (3-D) environments to assess middle school students' science inquiry skills. The investigators will align these assessments to National Science Education Standards (NSES) and will develop the assessments to serve as a standardized component of an accountability program.
Federal funding program:
Award number:
R305A080514
Grant
National Center for Teacher Effectiveness: Validating Measures of Effective Math Teaching
The National Center for Teacher Effectiveness: Validating Measures of Effective Math Teaching will identify practices and characteristics that distinguish between more and less effective teachers and will use this information to develop a suite of empirically validated and practical instruments that can be used by school districts to select, deploy, and retain more effective teachers. While focusing on math instruction in grades 4 and 5, the Center will have four primary goals:
Federal funding program:
Award number:
R305C090023
Grant
Preparing to Succeed: An Efficacy Trial of Two Early Childhood Curricula
Given the current interest in national and state initiatives to expand early childhood programming, questions of under what conditions impacts can be sustained, and for whom, are of great practical importance. Among the unanswered questions in the literature are the effects of a uniform curriculum across a large-scale program and how such impacts vary depending on the specific curricula used. The proposed regression discontinuity study addresses this gap in the literature by examining the i...
Federal funding program:
Award number:
R305A090209
Grant
Advancing Ecosystems Science Education via Situated Collaborative Learning in Multi-User Virtual Environments
Content knowledge about ecosystems is an important strand of life science standards. Further, the processes underlying ecosystems exemplify sophisticated causal mechanisms (e.g., systems dynamics) foundational for advanced science and mathematics understandings. This project will develop a Multi-User Virtual Environment (MUVE) ecosystem science curriculum centered on middle school National Science Education Standards (NSES).
Federal funding program:
Award number:
R305A080141
Grant
The Consequences for High School Students of Failing State Exit Exams: Evidence from Massachussetts
Over the past two decades, a growing number of states have implemented high-stakes exit examinations that students must pass to graduate from high school. Exit exams are often justified as a means to verify that high school graduates have mastered important knowledge and skills. However, concerns have been raised that exit exams may cause students, particularly those from low income and urban backgrounds who are already struggling in the educational system, to drop out of high school or de...
Federal funding program:
Award number:
R305A080127
Grant
Understanding Recent Trends in the Black-White Achievement Gap: An Analysis of NAEP Long-term Trend Using the Oaxaca Decomposition
Understanding Recent Trends in the Black-White Achievement Gap: An Analysis of NAEP Long-term Trend Using the Oaxaca Decomposition
Federal funding program:
Award number:
R902B070031
Grant
Using Contrasting Examples to Support Procedural Flexibility and Conceptual Understanding in Mathematics
In this project, researchers proposed to develop and evaluate an instructional approach that uses contrasting examples in order to foster flexible mathematical problem solving. Flexible problem solving requires that students integrate the procedural knowledge that they have gained of specific actions for solving problems with conceptual knowledge of general mathematical principles. The instructional approach asks students to compare solution procedures in the context both of algebra problem ...
Federal funding program:
Award number:
R305H050005
Grant
Center for Research on Evaluation, Standards, and Student Testing (CRESST)
The National Center for Research on Evaluation, Standards, and Student Testing (CRESST) has been at the forefront of efforts to improve the quality of education and learning in America. Located within UCLA's Graduate School of Education & Information Studies, CRESST contributes to the development of scientifically based evaluation and testing techniques, encourages the development, validation and use of sound data for improved accountability and decision making, and explores technological ap...
Federal funding program:
Award number:
R305A050004
Grant
Test-Based Accountability and Student Achievement: An Investigation of Differential Performance Trends on NAEP and State Assessments
This project will examine in greater depth the difference in student performance on NAEP and on local assessments that have been documented in states like Texas and Kentucky. The study will investigate the extent to which the differences in performance across tests can be explained by the differences in the topics and skills that are covered in each assessment.
Federal funding program:
Award number:
R902B030024
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