NORC at the University of Chicago
Associated IES Content
Grant
Chicago Scholars Program Randomized Controlled Trial
In this project, researchers will conduct a randomized controlled trial (RCT) of the Chicago Scholars program, a comprehensive support program which aims to increase on-time matriculation, persistence, and college graduation rates for low-income, first-generation, and under-represented minority youth in Chicago. Chapin Hall at the University of Chicago will conduct the project in partnership with Chicago Scholars, and with the support of Chicago Public Schools (CPS). The Chicago Scholars mod...
Federal funding program:
Award number:
R305A230407
Grant
Initial Efficacy Evaluation of an Action Civics Program
Generation Citizen is a fully developed peer-to-peer action civics intervention designed to engage middle and high school students in real-world problem-solving activities to practice civic learning, motivation, and engagement. Generation Citizen reaches 25,000 students annually. Although research demonstrates that young people care about political issues, young people remain skeptical of the political process and may lack the necessary skills to participate as citizens. More research is nee...
Federal funding program:
Award number:
R305A210335
Grant
Deriving and Developing Tools to Estimate Optimal Data Points for Quasi-Experimental Designs
Education policies and interventions are often implemented in ways that do not render it feasible to use a randomized control trial to test their effects. The purposes of this study are to derive theory for computing exact statistical power for three common quasi-experimental designs (QEDs) - nonequivalent control group designs, difference-in-differences, and interrupted time series - and to develop software for computing statistical power using the derived approaches for those QEDs.
Federal funding program:
Award number:
R305D200045
Contract
National Evaluation of Title III Implementation
English learners (ELs) face disproportionate educational challenges because they must master subject-matter content while also developing English proficiency.
Federal funding program:
Contract number:
91990019C0060
Grant
Getting Effective Leaders into High-Needs Schools: A Cross-Site Mixed-Methods Examination of Principal Preparation, Recruitment, and Hiring and Their Associations with Principal and School Outcomes
The purpose of this study is to identify the characteristics of leadership pipeline processes that are related to improved student outcomes, particularly in high-needs schools. Effective leadership is key to school performance. However, we know little about the kinds of potential school leaders who are most likely to be effective. Researchers will aim to identify which leadership pipeline processes are most associated with identifying and selecting effective school leaders, placing them equi...
Federal funding program:
Award number:
R305A190520
Grant
Exploring the Role of Access to School-based Pre-kindergarten: Enrollment and Academic Outcomes under Decentralized and Centralized Enrollment Policies
The research team will explore how access to school-based pre-K is related to enrollment and academic outcomes under decentralized and centralized enrollment policy contexts. There has been substantial expansion of school-based pre-K across the country in recent years, but there is little evidence on the extent to which the students who are most likely to benefit from pre-K actually enroll in school-based programs, and thus whether these expansion efforts are related to the reduction of earl...
Federal funding program:
Award number:
R305A180510
Contract
National Evaluation of the Comprehensive Literacy State Development (CLSD) and Striving Readers Comprehensive Literacy (SRCL) Programs
Boosting literacy among school-age children remains a national priority. Nearly one-third of students in the U.S. have not developed the foundational reading skills needed to succeed academically, with those living in poverty, those with disabilities, and English learners (ELs) especially at risk. Since 2010 Congress has provided funds for preschool through grade 12 literacy improvement efforts, including through the Striving Readers Comprehensive Literacy (SRCL) program and the newer Comprehe
Federal funding program:
Contract number:
91990018C0020
Grant
Meta-analysis of Incorrectly Analyzed Studies
The purpose of this project was to develop a correction strategy for significance tests of incorrectly analyzed studies (i.e., single-level regression was conducted instead of multilevel modeling). The correction strategy currently used by the What Works Clearinghouse (WWC) frequently leads to very low statistical power, leading to the potentially inaccurate conclusion that from a statistical significance standpoint, the tested interventions are ineffective. The researcher developed robust m...
Federal funding program:
Award number:
R305D160016
Grant
Advancing State-specific Design Parameters for Designing Better Evaluation Studies
In a multilevel model, the statistical power, precision of estimates of treatment effects, the most efficient allocation of sample between levels, and the minimum detectable effect size all depend on the intraclass correlation structure and the effectiveness of any covariates in explaining variation at each level where they are used.
Federal funding program:
Award number:
R305D140019
Grant
State Longitudinal Data Systems Public-Use Project Feasibility Study
Co-Principal Investigator: Eric Hedberg (NORC) In many states, the data from statewide longitudinal data systems (SLDS) are available to a small group of state education agencies and scholars.
Federal funding program:
Award number:
R305D140045
Grant
Weighting Methods for Mediation Analysis in Experimental and Quasi-Experimental Multilevel Data
Education researchers often seek to ascertain whether changes in student or teacher experiences mediate the treatment effects of an intervention on student or teacher outcomes.
Federal funding program:
Award number:
R305D120020
Grant
State-specific Design Parameters for Designing Better Evaluation Studies
This project used five state data systems to compute design parameters (including intraclass correlations and variance accounted for by pretest data) at the state, district, school, and classroom levels. Additionally, meaningful subsets of the states defined geographically, in terms of achievement levels (e.g., low achieving schools or districts), and in terms of socioeconomic status (e.g., low SES schools or districts) were also collected.
Federal funding program:
Award number:
R305D110032
Grant
Preventing Truancy in Urban Schools Through Provision of School Services by Truancy Officers
The purpose of this study is to carry out a large-scale randomized efficacy trial of a case management program that focuses on reducing chronic absenteeism and improving school engagement by pairing mentor/monitors with students at risk for school dropout.
Federal funding program:
Award number:
R305A120809
Grant
Development of Accessible Methodologies and Software in Hierarchical Models with Missing Data
This project integrated the appropriate modeling of multilevel data with rigorous methods for modeling with missing data. The project developed new methods that integrate these, making currently available methods broadly accessible for the first time through user-friendly software, and trained educational researchers to use these methods and software.
Federal funding program:
Award number:
R305D090022
Contract
Study of School Accountability for Students with Disabilities
The Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) is the most recent authorization of a law passed in 1975 to promote a free appropriate public education for children with disabilities. Funded at $12.6 billion in Fiscal Year 2012, IDEA supports early intervention services for infants and toddlers, special education services for children ages 3 through 21, and early intervening services for students not in special education but in need of academic or behavioral sup
Federal funding program:
Contract number:
ED-04-CO-0025/0013
External Person
Kristen Neishi
External Person
Sarah Grady
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