New York University
Associated IES Content
Grant
Developing and Evaluating an Integrated, Collaborative Inclusion Program for Students With and Without Emotional and Behavioral Challenges
The purpose of this project is to develop and evaluate an integrated, collaborative inclusion program designed to advance the social-emotional and academic competence of students with emotional and behavioral challenges. Students identified with emotional and behavioral disabilities (EBD) are often excluded from education settings attended by their typical peers and have unequal access to evidence-based tier 1 and tier 2 instructional strategies. As such, they face high rates of exclusionary...
Federal funding program:
Award number:
R324A240120
Grant
Assessing the Quality and Reach of Student Pathways to Economic Security: Building Evidence to Enhance the Impact of NYC Pathways Initiatives
In this study, researchers are exploring the implementation and quality of the New York City public schools Student Pathways initiatives. These initiatives aim to increase students' access to career and technical education (CTE) programs and include Career Ready Modern Youth Apprenticeships (CRMYA), Future ReadingNYC (FRNYC), and Pathways to Green Jobs. The researchers will examine student access and persistence in key activities embedded in the Pathways initiatives and assess the degree to ...
Federal funding program:
Award number:
R305A240254
Grant
What, When, and for Whom? Principled Estimation of Effect Heterogeneity Across Multiple Treatments, Outcomes, and Groups
Causal inference is critical for education research because it informs decisions being made every day by students, teachers, administrators, and policy makers. Methodological advances for estimating causal effects have grown considerably in the past few decades, however, when several treatments, outcomes, or moderators are involved, each analysis is still generally considered in a standalone way. This piecemeal approach to causal inference generally leads to overall underestimation of our tr...
Federal funding program:
Award number:
R305D240056
Grant
Exploring the Affordances of Immersive Virtual Reality for Learning
The purpose of this project is to systematically investigate how specific features of immersive virtual reality (IVR) can be used to improve student outcomes in science learning. In particular, the researchers will examine the effectiveness of visual and auditory IVR design features in enhancing learners' affective state and cognitive processing for learners in general and for specific subgroups of learners. IVR has the potential to cause a feeling of presence, emotional arousal, and situati...
Federal funding program:
Award number:
R305A230403
Grant
Social-Emotional Skill-Building Continuity between School and Home: Developing Second Step: Parents
The research team will develop new parent materials to use with the Second Stepprogram, a school-based social emotional learning (SEL) intervention designed to increase children's social and emotional skills and academic achievement. The program has demonstrated positive outcomes in scientifically rigorous trials and is implemented widely in the U.S. and over 70 other countries. Second Stepmaterials for parents (Home Links) are included for parents to support SEL at home. While such materi...
Federal funding program:
Award number:
R305A210210
Grant
Reducing Knowledge Gaps for Low-Income and Educationally At-risk Pre-kindergartners through Taxonomically Organized Books and Screen Media
Children's semantic knowledge, which is the organized knowledge of words, their meanings, and the relations among them, is one of the most important predictors of early literacy development and academic achievement. In this project, the research team will explore the mechanisms by which educationally at-risk pre-kindergartners' semantic knowledge can be improved through taxonomically-organized educational materials. Taxonomies are conceptually coherent categories organized in a hierarchical ...
Federal funding program:
Award number:
R305A210180
Grant
NYU Predoctoral Interdisciplinary Research Training Program
The New York University (NYU) Predoctoral Interdisciplinary Research Training Program (NYU PIRT) was originally funded by IES in 2008. NYU PIRT trains doctoral students to conduct research on education policy and practice in collaborative partnerships with education agencies and other education-based organizations. The training program is housed primarily in the Institute of Human Development and Social Change at NYU's Steinhardt School of Culture, Education, and Human Development. The progr...
Federal funding program:
Award number:
R305B200010
Grant
Boys Have It; Girls Have to Work for It: The Development and Consequences of Gender Stereotypes About Natural Talent vs. Effort in Mathematics
The central aims of this research are to investigate the (1) development and (2) consequences of gender stereotypes that portray girls' mathematics achievements as resulting from effort and boys' mathematics achievements as resulting from natural talent (effort-vs.-talent stereotypes) and (3) to identify potential means of reducing the negative effects of these stereotypes on children's mathematics outcomes. From a theoretical standpoint, this work will be the first to characterize the devel...
Federal funding program:
Award number:
R305A200355
Grant
thinkCausal: Practical Tools for Understanding and Implementing Causal Inference Methods
The purpose of this grant is to develop a highly scaffolded multi-purpose causal inference software package, thinkCausal, with the Bayesian Additive Regression Trees (BART) predictive algorithm as a foundation. This will allow education researchers from varied backgrounds to access and better understand these versatile estimation tools.
Federal funding program:
Award number:
R305D200019
Grant
Exploring the Effects of Heterogeneous Grouping on English Learners' Language, Reading Comprehension, and Social Network Development
The purpose of this project is to investigate the effects of linguistically heterogeneous grouping compared to homogeneous grouping for English learners (ELs) in the context of a small-group, language-based literacy intervention. Linguistically heterogeneous grouping refers to grouping ELs and non-ELs together, while homogeneous grouping includes only ELs. Grouping decisions are malleable factors under the control of the educational system and vary considerably across schools and classrooms,...
Federal funding program:
Award number:
R305A200069
Grant
Designing Crowdsourced Mentorship to Support Low-Income High School Students' College Enrollment
This partnership will develop and test a mentorship model for extending advising to college-accepted high school graduates during the summer months after graduation. Prior research has documented a pattern of "summer melt" in which motivated and academically-prepared high school graduates who have been accepted to college decide not to enroll in college. Summer melt is especially prevalent among low-income, African American, and Latinx students. Through prior research, the partnership team i...
Federal funding program:
Award number:
R305H180051
Grant
Exploring Youth Leadership Councils: Developmental Competencies, Critical Consciousness, and School and Civic Engagement
The purpose of this mixed-methods study was to determine if there is a relationship between high school students' participation in youth leadership councils (YLCs) and their developmental competencies (e.g., academic self-efficacy, social skills) and critical consciousness (i.e., the ability to think critically about social inequalities and how to remediate them). This project's central hypothesis was that participation in YLCs is associated with growth in these areas because YLCs lead to fe...
Federal funding program:
Award number:
R305A170639
Grant
Assessing the Implementation, Impact & Variation of CTE Innovation: NYC as a Lab for Rigorous CTE Research
In this project, researchers will estimate the causal impact of New York City's (NYC) Career Technical Education (CTE) programs on students' career and work-related learning experiences, social and behavioral competencies, high school diploma receipt, and transitions to college and the labor market. The study will examine variation across more than 200 of NYC's CTE programs to identify malleable factors that are associated with impacts. Despite the proliferation of CTE programs, only a few s...
Federal funding program:
Award number:
R305A170498
Grant
Strengthening School Readiness through Pre-K for All: A University-District Partnership
In 2014, New York City's Department of Education (NYC DOE) launched PreK for All, a program to make high-quality pubic prekindergarten available to all 4-year olds in the city. NYC DOE assigns each prekindergarten site to one of four tracks, each with its own focus: (1) PreK Explore, which has a math focus; (2) PreK Thrive, which focuses on child behavior and family engagement; (3) PreK Create, which has an arts focus; and (4) PreK Inspire, which allows sites to choose their own focus. NYC D...
Federal funding program:
Award number:
R305H170042
Grant
Mixed-Methods Exploration of Factors Associated with Postsecondary Success English Language Learners with Disabilities
The purpose of this study was to explore factors associated with positive transition outcomes from high school to postsecondary life for students who are both English learners (ELs) and have a disability. Research suggests these students face multiple barriers to postsecondary success, but few studies have identified the challenges or successes these students experience during this transition. By addressing this gap in knowledge, this project team aimed to inform the development or the modif...
Federal funding program:
Award number:
R305A170259
Grant
Does Early Intervention Benefit Social-Emotional and Academic Development in Middle School? A Follow-up Study of INSIGHTS
Researchers investigated whether experience with the INSIGHTS into Children's Temperament intervention in kindergarten and first grade has continued benefits for students when they are in middle school. INSIGHTS helps students, parents and teachers understand how temperament influences behavior and learning in school. In 2008, IES supported an efficacy trial of INSIGHTS with 22 high poverty urban elementary schools randomly assigned to INSIGHTS or an attention control condition (supplemental...
Federal funding program:
Award number:
R305A160177
Grant
Improving Low-Income Students' Odds of Being "On-Track" and College Ready in Chicago Public Schools: The Respective Roles of Child Self-Regulation and Preschool vs. High School Intervention
The purpose of this project is twofold: 1) to evaluate the long-term impact of a preschool self-regulation and school-readiness intervention on later self-regulation skills, and 2) to evaluate the impact of a new mindset intervention to improve self-regulation and, ultimately, college readiness in high school students. The preschool intervention (Chicago School Readiness Project, or CSRP) was aimed at supporting low-income students' chances of success in navigating the preschool to kindergar...
Federal funding program:
Award number:
R305A190521
Grant
Educational Media Supports for Low-Income Preschoolers' Vocabulary Development
The purpose of this research is to explore the mechanisms by which low-income preschoolers' vocabulary development and oral language comprehension are influenced by their experiences with educational media. The specific aims of this research are to define the features of educational media that support low-income children's vocabulary acquisition and oral language comprehension; establish how these features impact low-income children's engagement with educational media; and determine the exte...
Federal funding program:
Award number:
R305A150143
Grant
Blended Learning at Scale–Implementation and Analysis of Student Achievement in District of Columbia Public Schools
In this project, researchers from the University of Maryland at College Park (UMD) will partner with the District of Columbia Public Schools (DCPS) to examine their district-wide implementation of blended learning in K-8 English Language Arts (ELA) classrooms. Blended learning that combines online and face-to-face instruction is a fast-rising strategy in public schools. However, blended learning programs can be implemented in many different ways, and with many different technology platforms...
Federal funding program:
Award number:
R305H160071
Grant
Strengthening the Research Architecture for High Quality Universal Pre-K: Leveraging the Opportunity of a Historic Expansion
Senior education leaders in New York City (NYC) are currently undertaking one of the most rapidly and broadly deployed education policy initiatives in the nation, dramatically expanding universal pre-kindergarten opportunities for the city's preschool-aged children. The purpose of this project is to provide quantitative and capacity-building solutions to two pressing problems faced by the NYC Department of Education (DOE) in the face of this historic expansion. The first is that the NYC DOE'...
Federal funding program:
Award number:
R305U140002
Grant
Psychometric Models for In-Classroom Observational Measures of Teaching with Applications to Value-Added Modeling
Value-added modeling is an approach to teacher evaluation that yields information about teacher performance as a function of student scores on standardized tests. While value-added modeling is based on student outcomes, this technique does not allow evaluators to focus on what teachers are doing or should be doing in their classrooms to influence those outcomes. Observational instruments offer the possibility of identifying in-classroom practices that are associated with student achievement....
Federal funding program:
Award number:
R305D140035
Grant
The New York University (NYU) Predoctoral Interdisciplinary Research Training Program in Education Sciences
New York University (NYU) continued to support doctoral training through its Predoctoral Training Program in Education Sciences.
Federal funding program:
Award number:
R305B140037
Grant
New York City Partnership for College Readiness and Success
he team sought to enhance the capacity of the NYCDOE and CUNY to monitor student progress toward college-ready credentials, hold schools and colleges accountable for helping students reach this goal, and develop interventions and supports for schools that struggle to keep students on track toward college.
Federal funding program:
Award number:
R305H130048
Grant
NYU/Columbia Postdoctoral Training Program
This training program prepared four researchers to (a) develop statistical methods required to meet future education research challenges and (b) teach other researchers how to use more advanced quantitative methods.
Federal funding program:
Award number:
R305B120017
Grant
Sensitivity Analysis—If We're Wrong, How Far Are We from Being Right?
This project extended existing and develop new methods for sensitivity analyses that can be used to quantify the uncertainty about causal inferences made when strong and often assumptions are required that are not testable. An example of this is when observational data is used or when randomized experiments suffer from missing data or non-compliance with assignment. Although reasonable strategies for sensitivity analyses already exist to address some of these assumptions, most remain severel...
Federal funding program:
Award number:
R305D110037
Grant
Molecules & Minds: Developing Bridging Scaffolds to Improve Chemistry Learning
In high school chemistry classes, the ability to visualize dynamic sub-microscopic particles (atoms and molecules) is especially important because the behavior of such particles is used to explain macroscopic phenomena (e.g., ice melting). Under a previous IES Goal 2 Development grant (R305K050140), the researchers developed six simulations in four high school chemistry topics: kinetic molecular theory, diffusion, the behavior of ideal gases, and phase change. In the process of designing, de...
Federal funding program:
Award number:
R305A090203
Grant
Tools of the Mind: Promoting Self-Regulation and Academic Ability in Kindergarten
Appreciable numbers of children are entering school without the necessary self-regulation needed to support learning and academic achievement in the early grades of schooling. The purpose of this project is to experimentally evaluate the efficacy of an early childhood curriculum, Tools of the Mind, in improving the self-regulation abilities, academic achievement, and social-emotional development of young children. The goal is to determine if the Tools of Mind curriculum leads to improved aca...
Federal funding program:
Award number:
R305A100058
Grant
Creating Scalable Interventions for Enhancing Student Learning and Performance
Intensive interventions that lead students to adopt the "theory of intelligence" that people get smarter in response to intellectual effort produce large improvements in student learning, engagement, test scores, and grades. Yet scaleable versions of the interventions are needed that any teacher can employ, and the process of how the interventions work needs to be better understood. This project will develop and refine two unique intervention narrative approaches for 8th and 9th grade studen...
Federal funding program:
Award number:
R305A090324
Grant
Do Small Schools Improve Student Performance in Large Urban Districts? Evidence from New York City
This project examines the potential impacts of small high schools, compared to their larger counterparts, on high school outcomes for students overall and across subgroups of students. The analysis also examines characteristics of small and large schools to better understand the relationships between school size and outcomes, and disentangle the possible effect of size from that of other school characteristics associated with size. The small school reform stands out among high school refo...
Federal funding program:
Award number:
R305A080522
Grant
The New York University (NYU) Predoctoral Training Program in Education Sciences
The NYU Predoctoral Training Program in Education Sciences prepared fellows to be researchers with strengths in understanding learning in context, using rigorous experimental and quasi-experimental approaches to causal inference, and taking interdisciplinary perspectives on education and learning.
Federal funding program:
Award number:
R305B080019
Grant
Testing the Efficacy of INSIGHTS in Enhancing the Academic Learning Context
The primary purpose of this group randomized trial was to test the efficacy of INSIGHTS into Children's Temperament, compared to a read aloud program, in enhancing the academic learning context of kindergarten and first grade inner-city classrooms. INISGHTS is designed to help teachers, parents, and children understand temperament-based individual differences in order to enhance classroom learning. Teachers and parents are taught strategies that match a child's temperament and enhance self...
Federal funding program:
Award number:
R305A080512
Grant
Molecules and Minds: Optimizing Simulations for Chemistry Education
In the early 2000s, evidence suggested that U.S. students lagged behind their international counterparts with regard to their science skills. To address this, the researchers developed a set of computer simulations and data showing whether or not using these simulation modules had the potential to facilitate learning chemistry concepts. They also proposed to combine a subset of these simulations to form a complete curriculum for a grade 9 chemistry course.
Federal funding program:
Award number:
R305K050140
Grant
How Should We Organize Primary Schooling? Grade Span, School Size and Student Academic Achievement
In this project, the researchers aimed to explore potential relationships among the organization of primary schools, classroom configurations, and the academic achievement of the students who attend them. At the time of the study, little was known about how different ways of organizing schools impact students' academic achievement. At the end of this study, researchers intended to have new information on school organization characteristics, particularly grade span-a factor that has been larg...
Federal funding program:
Award number:
R305E040096
Grant
Reading, Writing, Respect and Resolution: The Impact of a Social and Character Development and Literacy Program on Teachers and Children
Reading, Writing, Respect and Resolution: The Impact of a Social and Character Development and Literacy Program on Teachers and Children
Federal funding program:
Award number:
R305L030003
External Person
Joseph Cimpian
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