University of Chicago
Associated IES Content
Grant
COVID-19 Adapted Schooling and Adolescents' Academic and Socioemotional Adjustment
Adolescents' daily lives have been dramatically disrupted by COVID-19-related school closures and crisis-adapted educational arrangements (i.e., socially distanced in-person, hybrid, and remote learning models). Because schools serve as a primary socialization context for supporting youth's academic growth and socioemotional competence through interactions with adults and peers, the extended transition to COVID-adapted learning models may have altered adolescents' academic and socioemotional...
Federal funding program:
Award number:
R305A220480
Grant
Causal Mediation Analysis Under Partial Compliance in Single-Site and Multisite Randomized Trials
The purpose of this project is to develop analytic strategies that incorporate instrumental variables for identifying and estimating the average treatment effect (ATE), the moderated ATE, the mediated ATE, and the moderated mediation effects in a single-site randomized trial where the moderator of theoretical interest is individual predisposition for compliance. The research team will also develop approaches to causal moderation and mediation in cluster randomized trials to take into account...
Federal funding program:
Award number:
R305D200031
Grant
What Difference Can Textbooks Make in Achievement Gaps? Exploring Early Exposure to Messages About Gender and Race
Research shows that early influences that depress children's beliefs about their own ability can lead to lower educational achievement and persistent disadvantage, particularly for underrepresented groups. In this project, the researchers will focus on a key potential source of such messages under the direct control of educational agencies: the content of elementary school textbooks. They will explore the extent to which exposure to implicit gender- and race-based messages in these materials...
Federal funding program:
Award number:
R305A200478
Grant
Implementation of Common Core and Next Generation Science Standards: Changes in Classroom Instruction and Student Achievement
Researchers explored the implementation of district and school-level plans to realize the goals of the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) in mathematics and science in Chicago Public Schools (CPS). Across the country, districts and schools are expending considerable resources to enable students to meet the new standards through revised instructional materials, professional development, and other strategies. The ways in which the strategies are imp...
Federal funding program:
Award number:
R305A160162
Grant
Urban STEM Elementary (USE) Partnership: Measuring Benchmarks to Success
During the 2013-2014 academic year, Chicago Public Schools established 11 K-8 STEM Initiative schools and 1 additional school (for a total of 12) in the 2015-2016 school year. Outlier Research & Evaluation at the University of Chicago and Chicago Public Schools (CPS) initiated a formal partnership to investigate this new initiative. The purpose of this partnership project, called the Urban STEM Education Alliance (USE Alliance), was to (1) develop STEM school benchmarks for these schools, (2...
Federal funding program:
Award number:
R305H160049
Grant
Curricular Reform and Classroom Peer Ability: School-Specific and Citywide Effects
Focusing on mathematics education reform initiatives in Chicago Public Schools (Algebra for All starting in 1997 and Double-Dose Algebra starting in 2003), the researchers seek to gauge and start to account for the variability in the effects of the reform across different schools. Specifically, the research team seeks to gauge the effects of course taking, classroom peer composition, and their interaction on student mathematics performance, and to investigate the extent to which prior studen...
Federal funding program:
Award number:
R305A130703
Grant
The Educational Benefits of Attending High-Performing High Schools
In school districts nationwide, policymakers are implementing reforms that rest on a simple assumption: students do better when they attend schools with high achievement levels. Vouchers, school closings, and school choice policies all aim to improve student outcomes by shifting students from lower-performing to higher-performing schools. Schools are often deemed high performing based on statistics reported about their students' academic attainment: average test scores, percentage of student...
Federal funding program:
Award number:
R305A120136
Grant
Scientific Validation of a Set of Instruments Measuring Fidelity of Implementation (FOI) of Reform-Based Science and Mathematics Instructional Materials
Careful description and measurement of fidelity of implementation is essential in order to know which components of reform-based mathematics and science programs bolster or hinder student performance, or to determine the differential effects of incomplete or incorrect implementation of instructional materials. The determination of whether instructional materials have been adequately and faithfully implemented necessitates reliable and valid indicators of the extent, quality, and type of the ...
Federal funding program:
Award number:
R305A110621
Grant
A Parent-Directed Multimedia Early Intervention Tool to Improve Outcomes in Underserved Children who are Deaf or Hard of Hearing
Hearing loss is the most common birth abnormality, occurring in approximately 1-2 newborns per 1,000 births. Recent medical advances (e.g., cochlear implants/digital hearing aids) have brought auditory access to children with hearing loss, often at an early age. These advances have been associated with significantly improved academic achievement. However, children of low socio-economic status (SES) have continued to demonstrate significantly poorer outcomes, even with auditory access. Eviden...
Federal funding program:
Award number:
R324A110122
Grant
Improving Postsecondary Preparation in Urban Public High Schools: An Evaluation of AVID in Chicago
Racial/ethnic minority and low income students are much less likely to leave high school with the qualifications required for admission to four year college. This project will evaluate the efficacy of the Advancement Via Individual Determination (AVID) program. AVID targets high school freshman in the academic middle and seeks to prepare them for college by placing them in more rigorous academic courses, providing instruction in supportive skills (such as studying, organization, writing, a...
Federal funding program:
Award number:
R305A080096
Grant
Can Literacy Professional Development be Improved with Web-based Collaborative Learning Tools: A Randomized Field Trial
In this project, the researchers proposed to test the efficacy of an existent professional development program, the Literacy Collaborative (LC), and whether the efficacy of LC is enhanced through the addition of a web-based collaborative learning environment, the Literacy Coaching toolkit (LCtk). The study examined the interventions' efficacy on the work of school-based literacy coaches, the professional development of teachers whom these coaches support, and kindergarten through third grade...
Federal funding program:
Award number:
R305M040086
Grant
Career Development in Chicago Public Schools: Advancing Equity in Opportunities and Outcomes
: In this two-phase project, the researchers aim to advance the career and technical education (CTE) field's understanding of the current state of career development in secondary schools in Chicago Public Schools (CPS). Specifically, the researchers will explore and evaluate the CTE and work-based learning (WBL) career development opportunities (CDOs) that are being offered in middle and high schools in this large, diverse, urban district.
Federal funding program:
Award number:
R305N240051
Grant
Mitigating the Impact of the COVID-19 Pandemic Through Curriculum-Based Approaches to Learning Acceleration in Grades K-2 in Chicago
In school year (SY) 2020-21, Chicago Public Schools (CPS) sought to accelerate post-pandemic K-2 literacy outcomes by providing teachers with a comprehensive curriculum system with aligned professional learning (PL), called Skyline+PL. This network project team will examine the ongoing implementation of Skyline+PL and gather information regarding improvements in the quality of instruction, student engagement and student literacy achievement outcomes, especially for students whose learning wa...
Federal funding program:
Award number:
R305X220033
Grant
Supporting the Educational Attainment of Active and Former English Learners in High School in Chicago
This study will systematically examine the experiences and performance of high school English Learners (ELs), alert to differences among distinct subgroups: long-time ELs, former ELs, and late-arriving ELs, to help schools better support their educational attainment. ELs are less likely to graduate from high and enroll in college, but little is known about the factors most important for success among high school ELs.
Federal funding program:
Award number:
R305A220430
Grant
Increasing the Effectiveness and Coherence of Interventions to Reduce Educational Inequality
The University of Chicago training program will prepare doctoral students to conduct research to improve instruction in urban schools and reduce educational inequality.
Federal funding program:
Award number:
R305B200015
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
Linguistic Input as a Malleable Factor in Higher Order Thinking about Mathematics
The research team explored variations in students' exposure to language that encourages them to use higher order thinking (HOT Talk, or HOTT) in the home, meaning language that asks a student to draw connections, understand why phenomena work, and/or make generalizations. The researchers also tested whether incorporating more of that language in classroom mathematics teaching can help more students to successfully use higher order thinking when learning math. The researchers specifically inv...
Federal funding program:
Award number:
R305A190467
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
Grant
Drawing Connections to Close Achievement Gaps in Mathematics
The aims of this project are to examine the role of pressure as a factor underlying persistent achievement gaps in mathematical reasoning skills and to test a malleable factor for reducing those gaps: making worked examples visible while engaging students in mathematical reasoning. Most of the research exploring the effects of anxiety and pressure on academic performance focuses on testing situations. Through this project, the research team will extend this work by looking at whether anxiety...
Federal funding program:
Award number:
R305A170488
Grant
University of Chicago Predoctoral Training Program in the Education Sciences
Through this 2014 grant, the University of Chicago predoctoral training program provided doctoral students from social science disciplines with advanced training in state-of-the-art quantitative methods and experience conducting research on the contributions of schooling to labor market success of youth.
Federal funding program:
Award number:
R305B140048
Grant
The Influence of School Leadership on Instruction and Student Learning: A Longitudinal Examination of Leadership in Chicago Public Schools
School leadership is often conceived of as a key lever for school reform and improving student achievement. However, despite four decades of research, principals have little information to guide them on how best to focus their efforts to maximize their impact on student performance. In this project, researchers propose to analyze a comprehensive set of school district data to understand how school leaders influence teaching and learning. Specifically, researchers will examine the relationshi...
Federal funding program:
Award number:
R305A120706
Grant
An Exploration of Malleable Social and Cognitive Factors Associated with Early Elementary School Students' Mathematics Achievement
The goal of this project was to explore how young students' mathematics anxiety and attitudes relate to their mathematics achievement, as well as the cognitive factors that mediate identified anxiety-achievement relations. In addition, the researchers explored the relation between teachers' math anxiety and students' math achievement. Individuals who have negative attitudes about mathematics are often high in mathematics anxiety. Math anxious individuals also tend to have poor math knowledge...
Federal funding program:
Award number:
R305A110682
Grant
Improving the Contribution of Schooling to Skills Required for Labor Market Success
Through this 2009 University of Chicago training grant, the program continued to include faculty and recruited fellows from economics, comparative human development, mathematics, psychology, public policy, social services administration, and sociology.
Federal funding program:
Award number:
R305B090025
Grant
Assessing the Effectiveness of the Small High School Initiative
In this project, the researchers proposed to use a longitudinal data set to assess the impact of school size on student achievement. Previous studies found that small schools were associated in some settings had improved student outcomes, especially among disadvantaged youth. Although this prior research attempted to isolate the impact of smaller schools, they could not completely disentangle the impact of small schools from other confounding factors correlated with school size such as commu...
Federal funding program:
Award number:
R305R060062
Grant
Comprehensive Evaluation of the Effects of District-Wide High School Curriculum Reform on Academic Achievement and Attainment in Chicago
There is increasing recognition and concern in the U.S. that too few high school students, especially those in urban areas, are graduating with the skills needed for college and the workforce. Currently, there are two major curriculum reform movements at work in high schools: one to engage all students in traditional college preparatory work, and another to increase the difficulty of college preparatory curriculums. These movements are based on studies showing that students who take more r...
Federal funding program:
Award number:
R305R060059
Grant
Advancing Education Improvement by Improving Child Health: An Analysis of NAEP Data
This project is exploring the relationship between children's health status and education outcomes. The goal of the project is to determine whether these improvements in children's health are related to academic achievement among low-income students.
Federal funding program:
Award number:
R902B050006
Grant
Interdisciplinary Training in Educational Research Methods
The University of Chicago established a predoctoral program called Interdisciplinary Training in Educational Research Methods in conjunction with the departments of economics, psychology, and sociology, as well as several research organizations, including Abt Associates, AIR, the Educational Testing Service, Mathematica Policy Research, MDRC, NORC, and Rand Corporation. Fellows in the program worked with core faculty who conducted education research.
Federal funding program:
Award number:
R305C050076
Grant
Postdoctoral Research Training in Education Sciences
This program trained five postdoctoral fellows in advanced measurement, research design, and statistical analysis methods to support high-quality educational research. The fellows worked in on a variety of substantive and methodological educational research projects at Northwestern University.
Federal funding program:
Award number:
R305B050014
Grant
Improving the Assessment Capability of Standardized Tests: How High-Stakes Testing Environments Compromise Performance
In this project, the researchers proposed to first examine how stereotype threat affects women's performance in math testing situations and then develop and pilot test new assessment tools that aim to reduce the negative effects of stereotype threat. Stereotype threat arises when members of a marginalized group feel there is a negative stereotype about them and perform worse or demonstrate apprehension in circumstances when the stereotype is salient. For example, there is a stereotype that w...
Federal funding program:
Award number:
R305H050004
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