Stanford University
Associated IES Content
Grant
Linking Inequities in Educational Opportunities to Inequality in Educational Outcomes: An Exploratory Analysis in New York State
The research team will conduct population-based descriptive and exploratory research to examine the extent of, and connections among, racial/ethnic and economic segregation, inequities in students' access to opportunities to learn, and disparities in academic outcomes in New York State.
Federal funding program:
Award number:
R305A220336
Grant
An Efficacy Trial to Evaluate Supporting Paraprofessionals by Advancing Reading Intervention Knowledge and Skill (SPARK)
This project will evaluate the efficacy of two models of professional development (PD) designed to enhance paraprofessionals' knowledge and skills related to delivering an early reading intervention to elementary school students with intellectual and developmental disabilities (IDD). The first model, a traditional reading-focused PD (T-PD), will use a training model developed through a prior IES-funded Development and Innovation grant. The second model, enhanced reading-focused PD (E-PD), go...
Federal funding program:
Award number:
R324A190240
Grant
Beyond Triage: A Randomized Experiment in Sustained Pre-College Advising
This project evaluated a state-sponsored college access program known as Advise Texas (Advise TX) run by the Texas Higher Education Coordinating Board (THECB). The primary goal of Advise TX is to provide a uniform and readily available college access program that will raise the rates of college enrollment and completion among low-income, first-generation-college, and underrepresented high school students in Texas.
Federal funding program:
Award number:
R305E130009
Grant
Improving the Quality of English Language Arts Teaching through the Use of an Observation Protocol
In ongoing efforts to improve student learning and the quality of instruction, practitioners and education stakeholders rely on measures of classroom practice. Researchers have been developing classroom observation tools to evaluate teacher performance, such as the Protocol for Language Arts Teaching Observation (PLATO), which highlights 12 elements of high quality teaching in English language arts (ELA). Although the initial studies demonstrated the power of PLATO as a research tool for ob...
Federal funding program:
Award number:
R305A110864
Grant
Malleable Factors that Influence Outcomes of English Language Learners
Helping students attain English proficiency and ensuring mastery of academic material is a pressing educational concern. ELLs (English language learners) must simultaneously learn English and academic content in order to progress in school, graduate, and enter the labor market. The purpose of this project is to explore the relationship between instructional programs and academic achievement from kindergarten through entry to postsecondary education in four different types of ELL programs tha...
Federal funding program:
Award number:
R305A110670
Grant
Addressing Practical Problems in Achievement Gap Estimation: Nonparametric Methods for Censored Data
The project developed and assessed a set of methods for estimating achievement gaps and their standard errors in order to address two practical problems affecting the use of achievement gap statistics: (1) the dependence of traditional gap statistics-mean differences and effect sizes-upon scaling decisions, and (2) the reporting of achievement data in categorical terms (e.g., below basic, basic, proficient, and advanced) rather than as test score results and their distributional statistics (...
Federal funding program:
Award number:
R305D110018
Grant
The Availability of Early Childhood Education and Care in the United States: Exploring Links Between Policy, Availability and Effects, 1990-2005
The purpose of this study is to examine the availability of early childhood education and care (ECEC), explore the extent to which policies and regulations impact supply, and examine the link between supply and child outcomes. This study will explore the impact of childcare regulations across all types of early childhood education and care settings including family day care homes, private child care, Head Start, and state-funded preschool programs. The research team will address the policy a...
Federal funding program:
Award number:
R305A100574
Grant
Closing the Achievement Gap in Middle School Mathematics Utilizing Stanford University's Education Program for Gifted Youth Differentiated Mathematics Program
The failure to meet the educational needs of low socioeconomic status students continues to be a problem of national significance. The Stanford University's Education Program for Gifted Youth (EPGY) can help meet the educational needs of low socioeconomic status students. Results from an evaluation of the EPGY program in Title I elementary schools in California showed that students who used the program improved their mathematics performance on the California Standards Test. Following the sam...
Federal funding program:
Award number:
R305A080464
Grant
The Item Response Warehouse: Empowering Data-Driven Psychometrics Research
The techniques of educational measurement and psychometrics are critical for a range of problems in education, both in research and applied settings. Conventional psychometrics research has used relatively scant data resources. The project team argues that research related to innovation in psychometric methods and to development of techniques for solving current problems in educational measurement could be improved if this was changed. The project team thus aims to furnish a large warehouse ...
Federal funding program:
Award number:
R305D240025
Grant
CALDER Recruitment & Retention (CALDER-R&R)
CALDER-R&R examines policies addressing teacher shortages and their impact on teachers, student learning, and equity. Two important perspectives undergird the Center's work. First is the understanding that teacher shortages are not a single phenomenon. Instead, they exist in specific subject areas (for example, science and mathematics), among teachers from specific backgrounds (for example, teachers from historically marginalized racial and ethnic backgrounds), in specific schools (for e...
Federal funding program:
Award number:
R305C240007
Grant
Boost Reading Efficacy: Evaluating the Impact of a Widely Used, Supplemental, Digital Reading Program on Elementary School Literacy
In this study, the researchers will evaluate the impact of a widely used supplemental digital reading program (Boost Reading) in grades 2 through 5. Since the COVID-19 pandemic, there has been an increase in use of educational technology programs to accelerate learning, particularly in reading. However, there is limited research on the efficacy of these programs in general and for subgroups of underserved students. Additionally, there is little research on the variability of effects based on...
Federal funding program:
Award number:
R305A240114
Grant
Supporting Equity-Focused, Interdisciplinary, and Responsive Research in Early Childhood Care and Education: The Equity in Early Education (E3) Postdoctoral Fellowship Program
The Supporting Equity-Focused, Interdisciplinary, and Responsive Research in Early Childhood Care and Education:Equity in Early Education (E3) Postdoctoral Fellowship Program (ECCE), hosted at Stanford University, aims to hire four fellows over the course of four waves.
Federal funding program:
Award number:
R305B220018
Grant
UTSA P20 Pathways to Education Research Training Program
The Educational Research Training Program at the University of Texas at San Antonio (UTSA), initially funded by IES in 2016, is designed to provide undergraduate juniors with
Federal funding program:
Award number:
R305B210028
Grant
Evaluating the Efficacy of the CLAVES Intervention: An Intervention Focused on Comprehension, Academic Language, and Vocabulary for English Learner Students
This project will test the impact of the Comprehension, Academic Language, and Vocabulary for English Learner Students (CLAVES) program, which is a small-group literacy intervention for 4th and 5th grade English learners to promote academic language and literacy. CLAVES was previously developed and piloted through an IES grant The CLAVES Intervention Project: Developing a Supplemental Intervention for Comprehension, Linguistic Awareness, and Vocabulary in English for Spanish Speakers (R305A1...
Federal funding program:
Award number:
R305A200095
Grant
UTSA Educational Research Training Program: P-20 Pipeline Issues
The Educational Research Training Program at the University of Texas at San Antonio (UTSA) is designed to provide undergraduate juniors and seniors with experiences in conducting education research while preparing participants for doctoral study.
Federal funding program:
Award number:
R305B160008
Grant
A Scalable Growth Mindset Intervention to Raise Achievement and Persistence in Community College
In the study, the researchers aimed to evaluate whether a brief, psychological intervention that has raised challenge-seeking and achievement among students in secondary schools and some 4-year colleges can have similar benefit for students enrolled in community college. This intervention aims to instill a "growth mindset" (i.e., the belief that intelligence is something a person can develop through practice) because this mindset has been shown to correlate with supportive academic...
Federal funding program:
Award number:
R305A150253
Grant
Fostering Reliance on Visuospatial Representations to Enhance High School Students' Success in Pre-Calculus Trigonometry
This project explored whether encouraging high school and community college students to use visuospatial representations and providing them with support to enhance familiarity with these representations contributes to success in trigonometry, a difficult subject that sits at the gateway to entry into university-level science, technology, engineering, and mathematics (STEM) coursework and ultimately into careers in these disciplines. It is common to view mathematics as a formal system of abst...
Federal funding program:
Award number:
R305A150453
Grant
Designing Contrasting Cases for Inductive Learning
The purpose of this project is to develop and test a theory for how to pick sets of problems within science, technology, engineering, and math (STEM) domains that help students understand the quantitative (functional) structure of empirical phenomena. Based on prior research, problem sets that incorporate contrasting cases can foster an appreciation of deep structure, flexibility, transfer, and preparation for future learning. Contrasting cases exhibit systematic variation, which is useful f...
Federal funding program:
Award number:
R305A140314
Grant
Examining the Effects of IMPACT on Students Achievement: DCPS-UVA Research Partnership
The partnership of the District of Columbia Public Schools (DCPS), University of Virginia (UVA), and Stanford University focused on the development and analysis of student, teacher, and school administrative data from DCPS to understand the effects of IMPACT: The DCPS Effectiveness Assessment System for School-Based Personnel on student achievement and guide its ongoing design refinements. In addition, researchers worked closely with policymakers to understand better the strategic and instit...
Federal funding program:
Award number:
R305H140002
Grant
Stanford University Predoctoral Training Program in Quantitative Education Policy Analysis
The Stanford University Predoctoral Training Program in Quantitative Educational Policy Analysis has been designed to provide doctoral students in social science disciplines (especially Economics, Sociology, Political Science, and Psychology) and in the School of Education with advanced training in state-of-the-art quantitative methods of discipline-based educational policy analysis.
Federal funding program:
Award number:
R305B140009
Grant
Stanford Postdoctoral Fellows Program in the Center for Education Policy Analysis
The postdoctoral training program provided training to 4 postdoctoral fellows for 2 years each.
Federal funding program:
Award number:
R305B130017
Grant
Improving Academic Achievement by Teaching Growth Mindsets about Emotion
Middle school represents a critical transition for students, and many students show a decline in academic achievement and emotional well-being during this time. At the same time, research suggests that students' beliefs about their ability to change their personal attributes play a key role in their academic achievement. While some students believe that personal attributes are fixed, those who believe their personal attributes are more malleable-students with a "growth mindset"-demonstrate s...
Federal funding program:
Award number:
R305A120671
Grant
Assessing School Leaders' Development of Management Skills and Leadership: A Longitudinal Mixed-Methods Study
This study aims to identify the specific attributes, skills, orientations, and behaviors of school leaders that are associated with positive school outcomes. This study will describe differences in these principal management and leadership characteristics across schools and over time, focusing on malleable factors that can be taught, coached, and selected for in the identification of school leaders. In addition, the study seeks to describe career pathways that lead to the principalship, as w...
Federal funding program:
Award number:
R305A100286
Grant
Evaluation of a Random Assignment Intervention to Improve College Choice Among High Achieving, Low Income Students
Evidence suggests that low-income, high-achieving students are not as likely to attend selective colleges as their high-income, high-achieving peers. However, selective colleges have much greater resources per student than typical nonselective four-year colleges, including such resources as more faculty members per student, better trained faculty, and better campus facilities and services. This study evaluates the effects of four interventions designed to increase application to selective co...
Federal funding program:
Award number:
R305A100120
Grant
Stanford University Predoctoral Training Program in Quantitative Educational Policy Analysis
The Stanford University Predoctoral Training Program in Quantitative Educational Policy Analysis has been designed to provide doctoral students in social science disciplines (especially Economics, Sociology, Political Science, and Psychology) and in the School of Education with advanced training in state-of-the-art quantitative methods of discipline-based educational policy analysis.
Federal funding program:
Award number:
R305B090016
Grant
Content-Rich Vocabulary Development to Improve Reading Achievement of Struggling Adolescent Readers
In this project, the researchers proposed to develop a content-rich vocabulary program for adolescent struggling in reading. The premise of this project was that limited vocabulary, and the limited background knowledge that accompanies it, severely limits the reading comprehension of struggling adolescent readers. Clearly, other issues can contribute to poor adolescent reading, such as inadequate reading fluency or lack of skill in using reading strategies. However, there is growing evidence...
Federal funding program:
Award number:
R305B070016
Grant
The Effects of Racial School Segregation on the Black-White Achievement Gap
Over the last few decades, black students have scored on average from one-half to one standard deviation below white students on national tests of math and reading. The primary research question addressed in this project is whether school segregation patterns (both racial and economic) account for some of the variation in the racial achievement gap. More specifically, are policies and school assignment practices aimed at reducing racial segregation associated with reductions in racial achi...
Federal funding program:
Award number:
R305A070377
Grant
Postdoctoral Research Training in the Education Sciences
The focus of the program was on research addressing school-wide behavior support practices and integration of family support systems within schools, as well as methodological issues of studying intervention effects.
Federal funding program:
Award number:
R305B060010
External Person
Richard James Milgram
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