Teachers College, Columbia University
Associated IES Content
Grant
Cost Analysis in Practice Project (CAP Project)
Teachers College, Columbia University collaborated with SRI International and NORC at the University of Chicago to develop and disseminate free, on-demand tools, guidance, and technical assistance to education researchers and practitioners planning or conducting cost analysis or cost-effectiveness analysis of education practices, programs, and policies.
Federal funding program:
Award number:
R305U200002
Grant
Training in Application of Economic Evaluation for State and Local Education Policy Employees
Federal funding program:
Award number:
R305U180001
Grant
CBCSE Cost Tool Kit Development
The goals of the project are to demonstrate the method of cost-effectiveness analysis as applied to educational interventions, to illustrate its value to policymakers in improving the productivity of resource allocation decisions, and to provide tools and guidance for other researchers in how to conduct cost-effectiveness analyses in practice. Education research has focused primarily on effectiveness and has advanced considerably in identifying the impact of interventions, programs, and refo...
Federal funding program:
Award number:
R305U130001
Grant
Cost Effectiveness Analysis of Educational Alternatives
This is a cooperative agreement between the Institute of Education Sciences and Teachers College to develop two demonstrations of how cost effectiveness research can enhance evaluations of the impact of education interventions. This project uses impact evidence from the What Works Clearinghouse combined with information about program costs to estimate cost effectiveness. This project team will also develop a web-based tool for assessing cost and cost-effectiveness in education settings. This...
Federal funding program:
Award number:
R305U120001
Grant
A User-Friendly Tool for Designing Cluster Randomized Trials with Power and Relevance
The purpose of this project was to develop a user-friendly webtool for planning cluster randomized trials (CRTs) based on generalizability and statistical power for testing moderator effects, not just average treatment effects. Funding institutions and statistical developments have started to shift the focus of causal impact studies beyond the detection of average treatment impact to understanding moderators of these impacts and the detection of effects for specific inference populations, bu...
Federal funding program:
Award number:
R305D180002
Grant
Methods Training for Research Using Cost-Effectiveness and Cost-Benefit Analysis
The purpose of this program was to train education researchers in cost effectiveness analysis (CEA) and cost benefit analysis (CBA) so that more researchers in the field will have the knowledge necessary to include these analyses in their research activities. The course introduced the methods and provided depth and breadth in applying these methods so that participants could master the skills and be able to perform their own analysis. The course promoted the use of CEA/CBA, encouraged rigoro...
Federal funding program:
Award number:
R305B140003
Grant
An Intervention to Improve the Comprehension of Primary-grade At-risk Students by Providing Text Structure Instruction Embedded in Social Studies Content
Students with reading disabilities may demonstrate comprehension problems for a number of reasons, including a lack of skill in relevant cognitive strategies such as the use of text structure. Readers without knowledge of text structure often do not approach text with any plan of action. Research suggests that identifying and using text structure can be an important tool for organizing reading and writing.
Federal funding program:
Award number:
R324A110095
Grant
STEPS to Literacy: An Integrated Digital Writing Space for English Language Learners
The goal of this project is to develop an intervention program with a curricular approach to support and increase English Language Learners' (Ells) academic writing attainment in English. Researchers will develop a multimodal, web-based software based on an anchored instruction/situated model that incorporates the best knowledge about teaching writing and the ELL adolescent population. This intervention program is called STEPS to Literacy. The STEPS to Literacy approach guides students in a...
Federal funding program:
Award number:
R305A090476
Grant
mCLASS:Math: Development and Analysis of an Integrated Screening, Progress Monitoring, and Cognitive Assessment System for K-3 Mathematics
Teachers often do not have the means to frequently test and keep track of how well their students are performing, or have knowledge of the cognitive processes underlying their students' academic strengths or shortcomings. Frequent and efficient use of formative assessments can help teachers monitor students' performance and adjust instruction to better fit the needs of their students. The purpose of this project is to develop and evaluate a comprehensive handheld computer assessment system ...
Federal funding program:
Award number:
R305B070325
Grant
Teaching Elementary Students To Comprehend Expository Text
In the early 2000s, research suggested that students' lack of exposure to and instruction in such expository texts slowed their progress in reading as they moved into fourth grade and beyond and that a lack of understanding of the structures of such texts frequently contributed to their difficulties. The researchers hoped that improved instructional practice would better prepare young students to comprehend expository text in the content textbooks they would encounter as they progressed thro...
Federal funding program:
Award number:
R305G030283
Grant
Strengthening Virginia's Pandemic Recovery Efforts: Providing High-Quality Community College Workforce Education to Underserved Adults
The purpose of this Network project is to examine barriers to postsecondary enrollment, persistence, and completion for low-income, Black, and Hispanic students and generate knowledge that will lead to significant improvements in their progress through and completion of workforce training programs leading to high-demand occupations. To achieve these aims, researchers will partner with the Virginia Community College System (VCCS) to examine and improve Get A Skill, Get A Job, Get Ahead (G3), ...
Federal funding program:
Award number:
R305X220024
Grant
Accelerating Recovery in Community Colleges Network Lead
The Community College Recovery Research Network Lead provides the organizational structure needed to ensure that the Network runs smoothly and accomplishes its goals and objectives. The Network Lead coordinates bi-annual meetings of the entire Network as well as ongoing working group meetings focused on crucial pandemic recovery topics. The Lead will conduct independent research on pandemic recovery activities and enrollment patterns at community colleges across the United States to inform t...
Federal funding program:
Award number:
R305X220022
Grant
Understanding the Support Networks of First-Generation College Students
In this mixed-methods project, researchers will describe the support networks and help-seeking preferences and behaviors of first-generation students at four public colleges in California, and explore relations between these preferences and behaviors and key postsecondary outcomes. By combining a qualitative analysis of students' social networks with a quantitative analysis of administrative data, the research team will generate insights that colleges may use to strengthen existing service...
Federal funding program:
Award number:
R305A210494
Grant
Changing Policy and Practice in Developmental Education: Assessing the Evidence and Engaging the Field
The purpose of this project is to conduct a synthesis of research on developmental education reform, and to disseminate the findings to key stakeholders with the aim of supporting implementation and scaling of effective reform strategies. The research team will collect and analyze evaluation and implementation studies on developmental education from 2010 to 2020, a period during which policymakers and practitioners have worked to implement a host of reform strategies. The synthesis addresses...
Federal funding program:
Award number:
R305U200010
Grant
Does Federal Work-Study Work for Students? Evidence From a Randomized Controlled Trial
The purpose of this project is to evaluate the impact of receiving a federal work-study (FWS) offer on outcomes for low-income undergraduate aid applicants at a large, urban public college system. The FWS program is one of the oldest federal policy tools intended to promote college access and persistence for low-income students. The program serves approximately 1 in 10 college students at a cost of nearly $1 billion annually, yet it has never been rigorously evaluated.
Federal funding program:
Award number:
R305A200250
Grant
Predoctoral Interdisciplinary Research Training Grant Program in Postsecondary Education
Teachers College, Columbia University's new Postsecondary Education Applied Research (PEAR) training program will train doctoral students to conduct research on postsecondary, adult, and career and technical education (CTE) in collaborative partnerships with education agencies and postsecondary systems.
Federal funding program:
Award number:
R305B200017
Grant
Exploring the Experiences and Outcomes of English Learners in Community College
Multilingual learners (ML)-commonly referred to as English learners or ELs-constitute a large and growing segment of the postsecondary student population, yet research on their educational experiences is sparse, especially at the community college level. This study aimed to address this knowledge gap by exploring how community college institutional policies and practices influence the experiences and trajectories of MLs enrolled at the City Colleges of Chicago (CCC). The researchers focused ...
Federal funding program:
Award number:
R305A190495
Grant
Exploring Academic Return on Investment as a Metric to Direct District-level Funding Towards Programs that Improve Student Outcomes
The overall goal of this partnership project was to investigate whether and how cycle-based budgeting and the concept of academic return on investment can be used to improve decision-making about education programs and strategies and ultimately lead to stronger student education outcomes. In particular, the research partnership sought to identify methods that districts could use to analyze the relative costs of programs to aid in decision-making. During the course of the project, the partner...
Federal funding program:
Award number:
R305H180003
Grant
Adapting Lesson Study for Developmental Mathematics Instruction
As community colleges make changes to curriculum and course structures to improve outcomes in development education, postsecondary instructors increasingly need professional development. Yet, most college faculty have limited access to professional development focused on teaching in their discipline. This project iteratively adapted a collaborative-learning model for teacher professional development that has evidence of improving math instruction in K-12 settings called "lesson study" for us...
Federal funding program:
Award number:
R305A170454
Grant
Development of the Bilingual Assessment of Phonological Sensitivity
In order to address the early literacy needs of young dual language learners (DLL), this research team will develop a comprehensive, reliable, and valid Spanish-English assessment of phonological sensitivity (PS) that can be used with 3- to 5-year old DLLs. Phonological sensitivity (PS), or the awareness that words are comprised of syllables and sounds, begins to develop during the preschool years and has been shown to be one of the best predictors of reading outcomes in both English speakin...
Federal funding program:
Award number:
R305A160081
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
Center for the Analysis of Postsecondary Readiness
During the past 40 years, the United States has made major advances in expanding access to postsecondary education, but many students arrive at college without the requisite English and math skills to perform college-level work. Community colleges and other open-access institutions have traditionally responded by placing such students into sequential developmental (or remedial) education courses with outdated curricula and instructional practices. Unfortunately, research indicates that stude...
Federal funding program:
Award number:
R305C140007
Grant
The Center for Analysis of Postsecondary Education and Employment
The Center for Analysis of Postsecondary Education and Employment (CAPSEE) conducts research and provides national leadership (in cooperation with IES) in order to advance knowledge regarding the link between postsecondary education and the labor market. The Center aims to clarify this link with attention to three key topics: (1) relatively short-term occupational degrees (occupational associate degrees and certificates or diplomas) that are designed to improve labor market outcomes; (2) th...
Federal funding program:
Award number:
R305C110011
Grant
Mathemantics Preschool --> 3: Development and Evaluation of Mathematics Software for Children from Preschool to Grade 3
In this project, the researchers aimed to develop and pilot test a software system, MathemAntics, designed to present a supplementary mathematics curriculum for students ranging from preschool to grade 3. This software system was to focus on a number of topics ranging from basic ideas about cardinal numbers to negative integers, and it was to be an attractive, enjoyable yet challenging virtual world where students would receive mathematics instruction. One way the researchers proposed to acc...
Federal funding program:
Award number:
R305A100267
Grant
Extension of an Argument Curriculum to an Academically Disadvantaged Middle-School Population
The purpose of this project is to develop and test an intervention intended to support the acquisition of higher order cognitive skills, specifically the generation and critique of arguments. The intervention will provide explicit practice for middle school students in the process of generating arguments and rebuttals, assessing critiques, and responding with counterarguments. These activities are expected to lead to improvements in analytical thinking and writing skills.
Federal funding program:
Award number:
R305A080421
Grant
Postsecondary Content-Area Reading-Writing Intervention: Development and Determination of Potential Efficacy
The researchers in this study intended to develop and test the Content Comprehension Strategy Intervention, an approach that provides guided practice and transfer instruction in several reading and writing skills while contextualizing instruction in science content. In the early 2000s, it was thought that poor outcomes of community college developmental education may stem from inappropriate instructional approaches, including lack of direct instruction in reading and writing skills, lack of ...
Federal funding program:
Award number:
R305G060106
Grant
National Center for Postsecondary Research
The National Center for Postsecondary Research (NCPR) focuses on measuring the effectiveness of programs designed to help students make the transition to college and master the basic skills needed to advance to a degree. NCPR is currently pursuing research in dual enrollment; postsecondary remediation, including learning communities; and financial aid. Established through a five-year grant from the Institute of Education Sciences (IES) of the U.S. Department of Education, NCPR is housed at t...
Federal funding program:
Award number:
R305A060010
Grant
An Intervention to Enhance Expository Test Comprehension Via Text Structure Instruction for Primary-Grade At-Risk Students
The purpose of this project is to develop and evaluate an intervention to improve the expository text comprehension of second-grade students at high risk for reading disabilities.
Federal funding program:
Award number:
R324G060039
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