SRI International
Associated IES Content
Grant
Initial Efficacy Study of Classcraft, A Gamified Approach to Classroom Management
In this project, researchers will evaluate the efficacy of Classcraft, a gamified technology-based approach designed to help teachers establish a positive, cooperative classroom atmosphere and improve classroom management and student engagement. Although Classcraft is widely used by over 30,000 teachers and 1 million active student participants worldwide, it has not been rigorously studied in a randomized controlled trial (RCT). Furthermore, little is known about the effect of Classcraft on ...
Federal funding program:
Award number:
R305A230392
Grant
Effectiveness Replication of the BEST in CLASS Intervention for Young Children at High Risk for Delays in Social or Emotional Development
This replication study will test the effectiveness of BEST in CLASS, a manualized tier 2 intervention designed to prevent and reduce challenging behaviors and promote appropriate behaviors in children ages 3-5. BEST in CLASS was developed and initially tested for efficacy by the developers with IES funding, and demonstrated that BEST in CLASS increases teachers' use of effective behavioral and instructional practices, management skills, and sense of self-efficacy to enhance the classroom qua...
Federal funding program:
Award number:
R324R210005
Grant
Analysis of NAEP Mathematics Process, Outcome, and Survey Data to Understand Test-Taking Behavior and Mathematics Performance of Learners with Disabilities
This study will use NAEP grade 8 mathematics assessment process data to understand the action and time sequences of key features in test-taking behavior for learners with and without disabilities, and how the test-taking behavior reflected through these key features relates to student outcomes. Although any performance or process differences found between learners may be due to true differences in test takers' mathematics problem solving, it is possible that the content and design of certain...
Federal funding program:
Award number:
R324P230002
Grant
Initial Efficacy Study of Data Wise
In this Efficacy project, researchers propose to examine the impact of Data Wise on Grade 5 teacher instructional practice and student test scores. This 2-year intervention targets the collaborative processes and data use within instructional teams. This study will provide evidence of the implementation, impacts, costs, and sustainability of this fully developed and widely used approach to data-driven instruction that has no prior evidence of efficacy.
Federal funding program:
Award number:
R305A200292
Grant
A Study of "Discipline in the Secondary Classroom": A Positive Approach to Behavior Management
The purpose of this study is to test the efficacy of Discipline in the Secondary Classroom (DSC), a classroom management program that provides tools and strategies to help high school teachers establish proactive, nonpunitive discipline policies; manage student behavior; foster student motivation; and create a positive and productive classroom. Although DSC is used in hundreds of high schools across dozens of states, it has not been rigorously studied in a randomized control trial (RCT) for ...
Federal funding program:
Award number:
R305A180013
Grant
Efficacy of ASSISTments Online Homework Support for Middle School Mathematics Learning: A Replication Study
The purpose of the project was to conduct a replication study of the impact of a fully developed, widely adopted intervention called ASSISTments on student mathematics outcomes. Findings from a previous IES-funded efficacy study, conducted in Maine, indicated this intervention led to beneficial impacts on student-learning outcomes. The current study examined the impacts of this intervention with a more diverse sample and relied on mathematics coaches (instead of the intervention developers) ...
Federal funding program:
Award number:
R305A170641
Grant
Effectiveness Study of Tools for Getting Along: Teaching Students to Problem Solve
The purpose of this project is to examine the effectiveness of the Tools for Getting Along (TFGA) intervention designed to help upper elementary school teachers (Grades 4-5) establish a positive, cooperative classroom atmosphere and enable students to become more self-reliant, effective, and proactive problem solvers as they encounter social challenges. Prior evaluations of TFGA indicated students who were taught TFGA had a more positive approach to problem solving and a more rational proble...
Federal funding program:
Award number:
R324A160010
Grant
Efficacy Study of Foundations, School-wide Positive Discipline for Middle Schools
The purpose of this project was to evaluate the efficacy of Foundations, a positive and proactive approach to school-wide discipline developed by Safe & Civil Schools (SCS). Foundations provides tools and strategies to help K-12 school staff establish proactive, nonpunitive school-wide discipline policies, manage student misbehavior, foster student motivation, and create a positive and productive school climate. More than 5,000 schools across the U.S. have implemented Foundations; howeve...
Federal funding program:
Award number:
R305A160005
Contract
National Behavior Research Coordination Center
The National Behavior Research Coordination Center (NBRCC) is coordinating data from behavior research centers (BRCs) at four leading universities. The BRCs are investigating the efficacy of evidence-based interventions with students who exhibit severe behavior problems in grades 1 to 3. With SRI leadership and in partnership with the four BRCs, the NBRCC will produce and actively disseminate new knowledge for the special education and mental health fields regarding "what works" in improvi...
Federal funding program:
Contract number:
ED04CO00400001
Grant
Efficacy of an Integrated Digital Elementary School Mathematics Curriculum
The purpose of this project was to evaluate the efficacy of a fully developed digital mathematics curriculum (RM-CC5). In particular, the project evaluated a full-year, grade 5 curriculum that strongly implements blended and adaptive learning. RM-CC5 uses technology to give students and teachers instant feedback, implement a differentiated instruction model, provide supports for learning, and offer engaging activities. The curriculum is oriented to developing students' understanding of the k...
Federal funding program:
Award number:
R305A130400
Grant
Factors Associated with High School and Post-High School Outcomes for Deaf and Hard-of-Hearing Students (Secondary Analysis of NLTS2 Data)
Identifying promising programs, policies, and interventions that can improve outcomes for deaf and hard-of-hearing students during and after high school remains a challenge for researchers and practitioners. Practitioners, policymakers, and researchers would benefit from an improved understanding of the kinds of instructional programs and settings, learning supports, supplemental and related services, and accommodations that can improve the high school and post-high school outcomes of deaf a...
Federal funding program:
Award number:
R324A120188
Grant
Factors Associated with Postsecondary Success for Students with Disabilities
Students with disabilities face significant obstacles in making successful transitions to college. Not only do students with disabilities continue to face challenges to learning as they move into college, only 28 percent of postsecondary students with disabilities disclose their disabilities to their colleges, and thus may not receive the types of supports they received in the K-12 system. Previous research has demonstrated that college interventions designed to help at-risk students in the ...
Federal funding program:
Award number:
R305A120300
Grant
Factors Associated with Positive Outcomes for Children and Youth with Autism: Secondary Analysis of Data from SEELS and NLTS2
The rapid growth in the number and diversity of children and youth served under Part B of the Individuals with Disabilities Education Act in the category of autism represents a significant challenge for educators across the country. There is still much to be learned about the types of school-related interventions (e.g., instructional programs and settings; learning supports; supplemental and related services; and accommodations and modifications) that can be used to improve school and post-s...
Federal funding program:
Award number:
R324A120012
Grant
Efficacy Study of Check and Connect to Improve Student Outcomes
There is a compelling need to more effectively intervene with youth with emotional and behavioral disorders to change their pattern of negative behavioral and academic experiences in high school. Importantly, there is a need to engage them in their school programs so they persist through graduation and are well prepared for success in their adult lives. This research team will conduct a randomized controlled trial to test the efficacy of the Check and Connect intervention, a promising, compr...
Federal funding program:
Award number:
R324A110166
Grant
Students Exposed to Trauma: An Efficacy Study of the Cognitive Behavioral Intervention for Trauma in Schools
There is a compelling need for school-based interventions to ameliorate the behavioral and academic challenges of the growing number of students who experience acute or chronic trauma. However, rigorous evidence supporting the use of trauma-focused interventions in schools is scarce, and does not always include student outcomes that may be of interest for school personnel (e.g., teacher ratings of student behavior, academic outcomes). This research team will conduct a randomized controlled t...
Federal funding program:
Award number:
R324A110027
Grant
Establishing the Validity and Diagnostic Capacity of Facet-Based Science Assessments
Formative use of diagnostic classroom assessments can be one of the most powerful ways to improve student achievement. These assessments have the potential to provide critical information to students and teachers about whether students understand the targeted concepts, and if not, what problematic or partial understandings are present instead. Facet-based assessments are one innovative approach to help teachers diagnose students' science understanding. A facet is the use of one or more piece...
Federal funding program:
Award number:
R305A100475
Grant
Factors Associated with the High School Preparation and Post-High School Outcomes of Youth with Disabilities: Secondary Analysis of Data from the National Longitudinal Transition Study-2
Identifying promising programs, policies, and interventions that can improve outcomes for students with disabilities during and after high school remains a challenge for researchers and practitioners. Practitioners, policymakers, and researchers would benefit from an improved understanding of the kinds of instructional programs and settings, learning supports, supplemental and related services, and accommodations can improve the high school and post-high school academic engagement and achiev...
Federal funding program:
Award number:
R324A100025
Grant
Learning Progressions: Developing an Embedded Formative and Summative Assessment System to Assess and Improve Learning Outcomes for Elementary and Middle School Students with Learning Disabilities in Mathematics
This purpose of this project is to develop and validate a formative and summative classroom assessment system embedded with universal design principles for evaluating and promoting conceptual understanding of pre-algebra constructs for elementary and early middle school students with mathematics learning disabilities (MLD). The instruments will be designed to assess how students with MLD learn constructs important to number sense and operations for whole numbers and elementary fractions.
Federal funding program:
Award number:
R324A100068
Grant
Validating the Child Outcomes Summary Form (COSF) for Use in Accountability Systems for Programs Serving Young Children with Disabilities
The purpose of this project is to evaluate the reliability and validity of the Child Outcomes Summary Form (COSF), a summary tool used by many states in reporting annual child progress for IDEA Part B and C Preschool Programs. The COSF is used by local education teams to synthesize multiple sources of information on how a child receiving special education preschool services functions across settings and situations. As part of COSF, each child is assigned a rating which indicates the child'...
Federal funding program:
Award number:
R324A090171
Contract
National Longitudinal Transition Study-2 (NLTS2)
The National Longitudinal Transition Study-2 (NLTS2) is intended to provide a national picture of the experiences and achievements of students in special education during high school and as they transition from high school to adult life. NLTS2 involves a nationally representative sample of students who were 13 to 16 years old and receiving special education services in December 2000 when the study began. These students will be followed until 2010 in an effort to understand their educationa...
Federal funding program:
Contract number:
ED01CO0003
Grant
Domain-Specific Assessment: Bringing the Classroom into Community College Accountability
The project will develop and validate domain-specific assessments for students in their first two years of college that require them to apply basic content knowledge in a field in complex expert ways. The goal is to measure how well students can reason using content knowledge versus learning the narrow procedural/technical skills often measured by current assessments. By determining whether students understand why and when to apply knowledge, procedures, and strategies unique to a domain, ...
Federal funding program:
Award number:
R305A080109
Grant
Career Development Opportunities in Los Angeles Unified School District
The research team will investigate the range of high school career development opportunities in Los Angeles Unified School District (LAUSD)-including Linked Learning pathways, career and technical education (CTE) course offerings and pathways, and work-based learning experiences-to understand how they are implemented, who has access to them, who participates, students' experiences participating in them, and how participation is associated with students' progression in school. The researchers...
Federal funding program:
Award number:
R305N240054
Grant
LEARN Network Lead
A Research Network involves several teams of researchers who are working together to address a critical education problem or issue. The objective is to encourage information sharing, build new knowledge, and assist policymakers and practitioners to strengthen education policies and programs and improve student education outcomes. The LEARN Network will focus on adapting and scaling up existing, evidence-based products that have the potential to accelerate students' learning for the many le...
Federal funding program:
Award number:
R305N220012
Grant
Postsecondary Teaching with Technology Collaborative
The growth of online learning means that college students must manage their studies more independently than ever before, making students' skills for navigating their own learning-such as finding sources of motivation, managing time and tasks, and reflecting on progress and making adjustments-even more critical to their success. Research has demonstrated the benefits of these self-directed learning skills and suggests that widely used technologies, such as learning management systems and adap...
Federal funding program:
Award number:
R305C210003
Grant
From Research to Market: Development of a Transition Process to Integrate Sustainable Scaling Methodologies to Innovation Research Design and Development
The purpose of this project was to support IES' goal to encourage the scaling of effective research and development investments via commercialization. As a result of the project, SRI International authored From Research to Market: Development of a Transition Process to Integrate Sustainable Scaling Methodologies into Education Innovation Research Design and Development
Federal funding program:
Award number:
R305U210001
Contract
Study of District and School Uses of Federal Education Funds
Federal funds account for less than 10 percent of K–12 education spending nationally but can play an important role, particularly in communities that are lower-income or have lower-performing schools. Although each federal education program has unique goals and provisions, they often allow funds to be used for similar purposes and services or overlapping populations. Congress provided state and local education agencies greater flexibility in their use of federal funds through the 2015 re
Federal funding program:
Contract number:
ED-PEP-16-A-0005/91990019F0407
Grant
Efficacy Study of an Integrated Science and Literacy Curriculum for Young Learners
The purpose of this study is to evaluate an early elementary science curriculum that integrates language and literacy support to help meet the needs of our nation's increasingly diverse schools. Developed with funding from a previous Goal 2 - Development and Innovation grant (First Grade, Second Language: Uniting Science Knowledge and Literacy Development for English Learners), the integrated science and literacy curriculum (ISLC) is designed to support integrated science, language, and lite...
Federal funding program:
Award number:
R305A180513
Grant
A Researcher-Practitioner Partnership to Promote English Language Learners' Science Learning in the Elementary Grades
This project expanded this collaboration to develop a system of instructional supports in science for ELLs in elementary school and develop a research agenda for the future testing the benefits of the new supports.
Federal funding program:
Award number:
R305H140021
Grant
An Efficacy Study of Online Mathematics Homework Support: An Evaluation of the ASSISTments Formative Assessment and Tutoring Platform
The purpose of this study was to evaluate the efficacy of the fully developed intervention, ASSISTments. ASSISTments is an online formative assessment and tutoring platform in mathematics that provides coached, practice problem-solving support for students and cognitive diagnostic reports to teachers, supports students' mathematics homework completion, and facilitates differentiated instruction.
Federal funding program:
Award number:
R305A120125
Contract
National Longitudinal Transition Study 2012 (NLTS 2012)
Despite improvements over time, students with disabilities continue to face challenges in graduating and achieving other milestones towards independence after high school. The federal Individuals with Disabilities Education Act (IDEA) seeks to address these challenges by requiring schools to provide the supports students need to complete high school and pursue postsecondary education and work. This study will provide an updated national picture of students' paths through high school and beyond,
Federal funding program:
Contract number:
ED-IES-10-C-0073 (Phase I); ED-IES-15-C-0046 (Phase II)
Contract
Evaluation of Response to Intervention Practices for Elementary School Reading
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 $12.5 billion in Fiscal Year 2015, 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-0111/0003
Contract
Patterns in the Identification of and Outcomes for Children and Youth 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 2009 (plus an additional $12.2 billion through the American Recovery and Reinvestment Act), IDEA supports early intervention services for infants and toddlers, special education services for children ages 3 through 21, and early intervening se
Federal funding program:
Contract number:
ED-04-CO-0040/0007
Grant
Early Intervention Graduates at Kindergarten: Analyses of Outcomes from the National Early Intervention Longitudinal Study (NEILS)
The number of infants and toddlers receiving early intervention services under Part C of the Individuals with Disabilities Education Act (IDEA) has more than doubled in the last 15 years. Relatively little is known about the relation between participation in early intervention services and subsequent child outcomes.
Federal funding program:
Award number:
R324A070064
Grant
Principled Science Assessment Designs for Students with Disabilities
The No Child Left Behind Act requires that students with disabilities be included in state assessments and accountability. However, the use of accommodations, modifications, and alternate assessments to permit the inclusion of students with disabilities has given rise to a number of issues related to fairness and test validity. Recently, researchers have begun to explore whether tests can be designed from the outset to be more accessible and valid for a wider range of students; this approa...
Federal funding program:
Award number:
R324A070035
Grant
Getting Fractions Right with Technology-Mediated Peer-Assisted Learning (TechPALS)
In 2003, the Independent Review Panel on Title One Assessment invited a comprehensive review of high quality experimental studies in elementary mathematics education aimed at improving the performance of low-achieving students. This review identified the two most productive strategies as: (1) providing feedback to teachers and students, and (2) peer-assisted learning. This project seeks to integrate these strategies through the use of technology, thus enabling more teachers to implement thes...
Federal funding program:
Award number:
R305K060011
Grant
Comparing the Efficacy of Three Approaches to Improving Teaching Quality in Science Education: Curriculum Implementation, Design, and Adaptation
In this study, the researchers proposed to test the efficacy of three competing approaches to improving teaching in middle school science education. The first would be providing teachers with high-quality curriculum units and with professional development and follow-up. The second would be to provide teachers with training in how to develop high-quality curriculum units aligned to local standards and time to develop these units, along with follow-up mentoring. The third approach would be pro...
Federal funding program:
Award number:
R305M050226
Grant
Early, Evidence-Based Intervention For Externalizing Behavior Problems in School: From Efficacy to Effectiveness of the First Step to Success Program
The First Step to Success Program is a school-home intervention with substantial evidence for its efficacy in achieving secondary prevention goals and positive outcomes for behaviorally at-risk children in the primary grades. It is packaged for dissemination, is evidence-based, and has been implemented successfully by a number of districts across the country during the past decade. The purpose of this project is to evaluate the effectiveness of First Step to Success under scaled-up conditio...
Federal funding program:
Award number:
R324B060003
Contract
Evaluation of Early Elementary Math Curricula
Title I, Part A of the Elementary and Secondary Education Act (as reauthorized in 2001 by the No Child Left Behind Act) is intended to help ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state standards and assessments. As the largest federal program supporting elementary and secondary education (funded at $13.9 billion in Fiscal Year 2008), these resources are targeted primarily to high-poverty districts and schools.There
Federal funding program:
Contract number:
ED-04-CO-0112/0003
Contract
Evaluation of the Effectiveness of Educational Technology Interventions
The Enhancing Education Through Technology program was authorized under Title II, Part D of the Elementary and Secondary Education Act, as amended by the No Child Left Behind Act and funded at $267.5 million in Fiscal Year 2008. The primary purpose of the program was to improve student achievement through the use of technology in elementary and secondary schools. Grants were awarded to states based on their proportionate share of Title I, Part A funds. This evaluation, mandated by Congress, fo
Federal funding program:
Contract number:
ED-01-CO-0039/0007
Grant
Montana Continuous Improvement in Education Research to Improve Secondary School Literacy Outcomes
In this project, the researchers employed a continuous improvement process to support the literacy skills of middle and high school students. Although literacy programs such as the Montana Striving Readers Program (MSRP) had made progress toward improving the literacy skills of elementary and middle school students, the MT-OPI remained concerned regarding the large numbers of Montana economically disadvantaged students and American Indian students entering secondary schools with insufficient...
Federal funding program:
Award number:
R305H150003
External Person
Louise Yarnall
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