Iowa State University

Des Moines Public Schools (DMPS) aims to increase the number of students (and males of color, in particular) who complete Algebra 1 in ninth grade. The partnership between ISU and DMPS will focus on factors that contribute to students' achievement in Algebra 1 – students' course-taking pathways in mathematics starting in sixth grade, and implementation of Student-Centered, Equity-Focused Education (SCEFE) to enhance classroom instruction and increase pass rates in Algebra 1 classrooms. Th...

The purpose of this project is to examine the efficacy of embedded social skills instruction within a universal classroom management program. The research team will conduct a randomized control trial with elementary school teachers and students to evaluate the efficacy of Well-Managed Schools (WMS), a classroom management program that focuses on preventive strategies that include teaching and reinforcing social skills within day-to-day classroom management.

Proficiency in algebra is a critical building block for postsecondary education and higher wage jobs, as well as the nation's competitiveness in science, technology, engineering, and mathematics. Algebra competence is a particular concern for secondary students with disabilities, who are participating in general education mathematics courses in growing numbers and facing curriculum standards and graduation requirements that demand mastery of algebra. Empirical evidence suggests positive effe...

The purpose of this study is to develop a professional development program that will enable teachers of students with disabilities to better monitor students' learning in algebra. The aim of this project is to develop and pilot test an online professional development system that monitors progress in algebra, primarily for students with learning disabilities. The Professional Development for Algebra Progress Monitoring system will provide teachers with training and support for keeping track o...

Assessment tools and techniques used in early intervention settings have primarily focused on diagnosis of disabilities and the child's limitations. These tools and techniques generally are not designed to be progress-monitoring assessments that allow intervention providers to measure the child's incremental (short-term) growth. Assessment tools administered to infants and toddlers that are psychometrically sound, feasible to use, and sensitive to change over short periods of time are needed...