University of Michigan
Associated IES Content
Grant
Comprehensive Program for Adaptive Interventions Training in Education Sciences (CATIE)
Federal funding program:
Award number:
R324B220001
Grant
Improving the Power of Education Experiments with Auxiliary Data
The purpose of this project is to develop novel methodology to estimate treatment effects from randomized controlled trials (RCTs), while incorporating large observational remnant data and cutting-edge machine learning prediction algorithms to improve precision. The statistical precision of effect estimates from an RCT is limited by the RCT's sample size, which itself is typically subject to a number of practical constraints, such as cost. In many cases, RCT estimates may be too imprecise to...
Federal funding program:
Award number:
R305D210031
Grant
Direct Adjustment in Combination With Robust or Nonlinear Regression: Software and Methods for RDDs, RCTs and Matched Observational Studies
The purpose of this grant is to develop open-source software that will enable researchers to separate the two functions of classical analysis of covariance - covariance adjustment and treatment effect estimation - into distinct modules for the purpose of optimally estimating standard errors. Covariates play an essential role in education evaluations. In observational studies, regression discontinuity studies, and randomized experiments with attrition, covariates can be used to enhance interp...
Federal funding program:
Award number:
R305D210029
Grant
Getting SMART About Adaptive Interventions in Education
The purpose of this project is to develop, implement, evaluate, and continually refine a training program in the development of adaptive interventions (AIs) in education and the use of sequential, multiple assignment, randomized trials (SMARTs) for optimizing adaptive interventions. AIs use a sequence of individually tailored decision rules that specify whether, how, and when to alter the dosage (duration, frequency, or amount), type, or delivery of interventions to students. These intervent...
Federal funding program:
Award number:
R324B180003
Grant
Virtual Courses: The Introduction and Expansion of Virtual Schooling in Florida and Its Effects on Student Academic Outcomes
This project explored how taking virtual (online) courses in high school affects students' course progression and academic achievement. Online courses are widely used, but policymakers have little rigorous evidence on whether online courses promote student achievement. Some states, such as Florida, require all students to take at least one online course prior to graduation. This project used data from Florida to examine the use of online courses, potential effects of online courses on studen...
Federal funding program:
Award number:
R305A150163
Grant
Combined Cognitive and Motivational Interventions for ADHD
The purpose of this project was to explore the mechanisms by which working memory improves on-task behaviors, attention, and academic outcomes for students with attention deficit hyperactivity disorder (ADHD). ADHD affects 3-10% of children in the U.S. and isassociated with poor academic achievement. Given the prevalence and broad-rangingconsequences, improving academic achievement in children with ADHD is critical. A recent approach to intervention involves providing training in working mem...
Federal funding program:
Award number:
R324A150023
Grant
On the Importance of School Facilities Spending to School Outcomes
U.S. school districts invest billions of dollars to upgrade school facilities on the assumption that this will improve student outcomes. Empirical evidence about the allocation of facilities spending and its effect on student performance is necessary to enable financially constrained school districts to judiciously invest their resources. The purpose of this project is to inform policies regarding capital investments in school facilities. Researchers will examine the following questions: (1)...
Federal funding program:
Award number:
R305A140363
Grant
Burst: Reading Efficacy Study
The purpose of this study is to examine the efficacy of Burst:Reading, a fully-developed software-based reading intervention designed to improve the literacy skills of students in grades K-3. In this intervention, students' reading ability will be repeatedly assessed and scored dynamically using handheld devices, thereby allowing teachers to make data-driven, in-the-moment instructional decisions at both the individual- and classroom-levels. For example, the assessment data can be used to i...
Federal funding program:
Award number:
R305A120811
Grant
Exploring the Contribution of Social, Cognitive, and Linguistic Factors on the Development of Style Shifting by Young African-American English-speaking Students Learning to Read
On average, African-American students significantly underperform academically in comparison to their non-African American peers, especially in the foundational area of reading achievement. Part of the reason for this underperformance may be that many young African-American students, especially in urban areas, are speakers of African-American English (AAE), a rule-governed variety of English that contributes to the culture of African-American communities. New research has shown that there is ...
Federal funding program:
Award number:
R305A120320
Grant
The Iterative Development of Modules to Support Teachers' Engagement in Exploring Language and Meaning in Text with English Language Learners
This study will develop, test, and refine a set of five professional development modules called Exploring Language and Meaning in Text, intended to support reading comprehension and writing development for English language learners (ELLs). The modules will be informed by systemic functional linguistics, a theory of language that links form and meaning, and will be designed to prepare teachers to develop activities that help their students focus on an author's language choices and what they m...
Federal funding program:
Award number:
R305A100482
Grant
Developing Mathematics Teaching through Focused Collaborative Assessment of Practice
Federal funding program:
Award number:
R305A100623
Grant
Causes and Consequences of Public Subsidies in Higher Education: Evidence from Community College Districts
Governments spend a great deal of money on across-the-board subsidies to promote college access. Despite the expensive nature of this intervention, little is known about its impact on academic outcomes and labor market success. This project is the first comprehensive study of a state system of community college taxing districts (i.e., districts that have a property tax designed to help fund community college education) on individual economic and societal well-being. It is designed to answer...
Federal funding program:
Award number:
R305A100369
Grant
Making Room for Student Thinking: Using Automated Feedback, Video-Based Professional Development, and Evidence-Based Recommendations to Improve Mathematical Discussions
American elementary mathematics classrooms have been characterized as having a low level of mathematical discourse and a dearth of opportunities for students to explain mathematics. International comparisons suggest there is a great deal of room for improvement in these dimensions and that student competence would likely be improved could we do so. The research team aims to develop effective methods to help teachers monitor and improve classroom discussion in mathematics.
Federal funding program:
Award number:
R305A100178
Grant
Developing Contrastive Analysis Techniques for Teaching Academic Classroom English to Young African American English-Speaking Students
Failure to achieve basic literacy levels is particularly pronounced for African-American students, as seen in national assessments of reading and writing at all grade levels. Oral language skills are critical to early literacy skills, leading many researchers to consider whether oral language could be leveraged to reduce the achievement gap in literacy for African-American students. Many of these students, particularly those living in large urban centers, are speakers of African-American E...
Federal funding program:
Award number:
R305A100284
Grant
SECURe: Developing an Integrated Social, Emotional, and Cognitive Understanding and Regulation Intervention
Intervention programs that target literacy skills have proven successful in boosting at-risk children's academic achievement. Yet the gains for these children, while important, are modest and often fall short of closing the achievement gap that emerges early in development. Emerging research evidence suggests that social-emotional understanding and self-regulation skills contribute in important ways to academic success in the early grades. In the present study, the research team will deve...
Federal funding program:
Award number:
R305A090315
Grant
Training Working Memory and Executive Control in Attention Deficit/Hyperactivity Disordered Children
Children with attention-deficit hyperactivity disorder often experience difficulties in academic areas. Working memory, the cognitive system that allows for the maintenance and manipulation of information, is also affected in children with the disorder. Research has demonstrated an association between performance on working memory tasks and academic skills and learning outcomes. Given the importance of working memory for scholastic achievement, there has been increased interest in developing...
Federal funding program:
Award number:
R324A090164
Grant
The World of Words: An Embedded Multimedia Vocabulary Intervention for Economically Disadvantaged Pre-K Children
The purpose of this project is to develop an intervention that teaches word meanings in categorically related concepts essential for reading comprehension and content learning. The intervention is designed to address the gap in vocabulary knowledge between children from economically disadvantaged backgrounds and their middle-class peers. The World of Words (WOW) intervention specifically targets high-risk preschoolers. The WOW curriculum is intended to increase vocabulary and conceptual k...
Federal funding program:
Award number:
R305A090013
Grant
Development of an Interactive, Multimedia Assessment of Teachers' Knowledge of Early Reading
The national focus on teacher quality has reinforced interest in the extent to which subject matter knowledge is a critical component of teacher quality. This interest has, in turn, led to efforts to identify measures of elementary teachers' knowledge about reading, and study the effects of this knowledge on students' learning. A literature review of measures of teachers' knowledge about reading, conducted by this study's researchers, indicated that no currently published studies have repor...
Federal funding program:
Award number:
R305A080295
Grant
Identifying Key Components of Effective Professional Development in Reading for First-Grade Teachers and Their Students
In this project, the research team proposed to compare the efficacy of three models of professional development for first grade reading teachers. The researchers’ goal for this project was to produce evidence to help school districts select effective, affordable models. In the early 2000s, finding such professional development models was important because of the Reading First Initiative of the No Child Left Behind Act of 2001. This initiative was designed to improve students' reading s...
Federal funding program:
Award number:
R305M030090
Workshop/Training
Comprehensive Program for Adaptive Interventions Training in Education (CATIE)
This training provides support in designing, conducting, and analyzing adaptive interventions.
Feb 11, 2025
12:00AM - 11:59PM EST
Grant
Methods and Software to Classify College Courses at Scale
Research-ready (de-identified, standardized, documented) data on the courses students take and what they learn while attending college has, historically, been challenging to obtain on a large scale. Research on student course-taking has been hampered by inconsistent course titles and numbers across multiple institutions, as well as the sheer amount of human intervention required to manually classify thousands of unique courses within an institution. The 'big data revolution,' however, brings...
Federal funding program:
Award number:
R305D240029
Grant
Studying Heterogeneity in the Impact of Merit Aid Receipt and Loss on Academic and Labor Market Outcomes
This project will assess the effectiveness of the Tennessee HOPE Scholarship in promoting Tennessee students' access to and progression through college, their completion of postsecondary degrees, and their subsequent employment outcomes. The HOPE Scholarship is a merit-based financial aid program administered by the Tennessee Student Assistance Corporation (TSAC) and assessed by the Tennessee Higher Education Commission (THEC). The project will explore how the HOPE program affects students' ...
Federal funding program:
Award number:
R305S240001
Grant
Longitudinal Impacts of the Boston Prekindergarten Program Through Early Adulthood
Decades of research shows that children who attend preschool enter kindergarten with stronger school readiness skills. However, questions about how long the benefits of preschool last have persisted since the first major public investment in preschool in the U.S in the 1960s. In partnership with the Boston Public Schools (BPS), researchers will conduct a follow-up study of the impacts of the Boston Prekindergarten (Pre-K) Program into early adulthood. Researchers will follow four cohorts of ...
Federal funding program:
Award number:
R305A220036
Grant
Evaluating the Impact of TRAILS on Academic and Behavioral Health Outcomes in Detroit Public School Students
The purpose of this project is to examine the efficacy of the TRAILS Early Intervention program (TRAILS-EI) by evaluating its impact on the mental health and academic performance of students in Detroit Public Schools Community District. TRAILS (Transforming Research into Action to Improve the Lives of Students) is a University of Michigan program that promotes utilization of Cognitive Behavioral Therapy (CBT) by providing school mental health professionals (SMHPs) curriculum resources, train...
Federal funding program:
Award number:
R305A220073
Grant
Early First-Dollar Categorical Need-Based Aid: A New Model for Making College Affordable?
The purpose of this project is to evaluate how the Tuition Incentive Program (TIP), a large first-dollar aid program in Michigan, impacts postsecondary outcomes for low-income high school students. 40 percent of Michigan high school graduates are eligible for TIP, which provides tuition assistance and fees for the first two years of college, and currently funds 25,000 students annually. TIP has three features that distinguish it from many state need-based financial aid programs: 1) It is a "...
Federal funding program:
Award number:
R305A220070
Grant
Improving the Education and Labor Market Outcomes of Students in Subbaccalaureate Postsecondary Institutions: What Can We Learn From Ohio's System of Public Career and Technical Centers?
Many states are seeking to increase the number of individuals who hold sub-baccalaureate postsecondary certificates in occupational fields. Most postsecondary certificates are awarded by community colleges (CCs), but a number of states have a second system of public sub-baccalaureate institutions that award postsecondary certificates, known as career and technical centers (CTCs). Limited evidence suggests that student completion and employment rates are notably higher in CTCs than in CCs, bu...
Federal funding program:
Award number:
R305A200221
Grant
Training Program in Causal Inference in Education Policy Research at the University of Michigan
The current focus of this program is to train doctoral students to design and implement research that yields causal estimates of the effects of education policies in collaborative partnerships with education agencies
Federal funding program:
Award number:
R305B200011
Grant
Exploring the Role of Career and Technical Education in Putting Michigan High School Students on a Path to Economic Success
The purpose of this project is to identify the relationship between career and technical education (CTE) participation and key long-term outcomes like employment, earnings, college enrollment, and college completion. At the same time as poverty and inequality are becoming entrenched in society, college completion rates have stagnated and far too many students never reap the benefits associated with higher education. As a result, high school CTE programs have recently risen in popularity amon...
Federal funding program:
Award number:
R305A200046
Grant
Evaluating Michigan's Early Literacy Law: Impacts, Implementation and Improving State Capacity
The purpose of this project is to assess the implementation, impact, and cost of the Michigan "Read by Grade 3" law which is intended to increase early literacy outcomes for Michigan students.
Federal funding program:
Award number:
R305H190004
Grant
Institutionalizing, Sustaining, and Enhancing the Registry of Efficacy and Effectiveness
In this project, researchers will promote the usefulness, sustainability, and visibility of the Registry of Efficacy and Effectiveness Studies (REES), a registry of impact studies in education
Federal funding program:
Award number:
R324U180001
Grant
Navigating Scientific and Statistical Reasoning in Adolescence
The purpose of this project is to identify promising strategies for teaching middle and high school students to critically evaluate scientific evidence presented in everyday contexts, along with new knowledge about the factors that affect the development of robust scientific evaluation skills. Individuals must learn to distinguish between good science, bad science, and pseudoscience so that they can make well-informed decisions about health, behavior, and policy. A major goal of K-12 science...
Federal funding program:
Award number:
R305A170489
Grant
Postdoctoral Training Program in Experimental and Quasi-Experimental Methods for Education Research
The University of Michigan Postdoctoral Training Program in Experimental and Quasi-Experimental Methods for Education Research prepared five fellows to conduct education research relevant to NCER topic areas Early Learning Programs and Policies, English Learners, Literacy, Improving Education Systems, and Postsecondary and Adult Education. The fellows received training in research methods that would meet the methodological standards of an IES Exploration, Initial Efficacy, Effectiveness, or ...
Federal funding program:
Award number:
R305B170015
Grant
Predoctoral Training Program in Causal Inference in Education Policy Research at University of Michigan
The University of Michigan established its predoctoral training program in causal inference in education policy research (CIEPR) to train doctoral students to conduct causal research on the effects of education policies on student outcomes and to convey research findings to policymakers and practitioners.
Federal funding program:
Award number:
R305B150012
Grant
Dynamic Support of Contextual Vocabulary Acquisition for Reading (DSCoVAR): An Intelligent Tutoring System
Vocabulary knowledge is widely regarded as a precursor to skilled reading comprehension. Knowledge of words that are abstract or take on multiple meanings otherwise known as Tier 2 words, is often considered to be the key to higher-level comprehension. A complete grasp of the meaning of Tier 2 words may depend on reading the words multiple times across a variety of contexts. Tier 2 words take on greater importance in the intermediate grades (fourth through eighth grade) as students begin to ...
Federal funding program:
Award number:
R305A140647
Grant
Sustaining the Boost: Longitudinal Impacts of the Boston Prekindergarten Program and Variation in Impacts
Rigorous evaluations of public prekindergarten programs have confirmed that children enrolled in these programs have higher language, literacy, and mathematics outcomes at kindergarten entry, on average. A prior IES-funded study of the Boston Public Schools (BPS) prekindergarten program extended this evidence base. In a regression discontinuity (RD) study of over 2,000 children, the researchers found that the BPS program had moderate-to-large impacts on children's language, literacy, and mat...
Federal funding program:
Award number:
R305A140059
Grant
Dual-Credit Courses and the Road to College: Experimental Evidence from Tennessee
This project team evaluated the impact of Tennessee's dual credit course for Advanced Algebra/Trigonometry on students' high school and college outcomes. Dual-credit courses are courses taken in high school that can provide college credit. These courses are designed to align high school and college curricula by providing college-level instruction within the familiar context of high school. Curricular alignment between high school and college may better prepare students by exposing them to th...
Federal funding program:
Award number:
R305H140028
Grant
Postdoctoral Training Program in Experimental and Quasi-Experimental Methods for Education Research
This research training program recruited and provided mentoring to six fellows, five of whom completed the training.
Federal funding program:
Award number:
R305B110001
Grant
Cognitively Challenging Child-Directed Language as a Mechanism for Literacy Development in Kindergarten
This project seeks to explore the mechanisms influencing children's vocabulary knowledge and literacy development. In particular, the researchers will explore how children's development is influenced by their experiences with naturally occurring language. This research is designed to address how the cognitively challenging conceptual features of child-directed speech impact children's language development, the interactive effects of parents' and teachers' speech on children's vocabulary know...
Federal funding program:
Award number:
R305A110038
Grant
The Impact of the Michigan Merit Curriculum and Michigan Promise Scholarship on Student Outcomes
This project will assess the implementation and impact of two recent reforms in Michigan designed to work in tandem to promote college attendance and success: (1) the Michigan Merit Curriculum the requires a more rigorous high school curriculum; and (2) the Michigan Promise Scholarship that provides funding for college to students who meet academic criteria.
Federal funding program:
Award number:
R305E100008
Grant
Modeling and Developing Situation Awareness in Teachers
A hallmark of expert teachers is their ability to monitor the complex, chaotic environment of a classroom and attend to key features relevant to assessing student understanding. This phenomenon, termed "situation awareness," is central to the performance of many complex activities. We know very little about how teachers manage their attention while teaching, and even less about how this ability develops. This project will develop basic models of situation awareness in teaching and use them t...
Federal funding program:
Award number:
R305U070007
Grant
Assessment of Pedagogical Knowledge of Teachers of Reading
In this project, the researchers planned to develop and validate measures of pedagogical content knowledge in early reading. Also, they purposed to investigate the relationship between elementary school teachers' pedagogical content knowledge of reading, their instructional practices, and their students' reading achievement.
Federal funding program:
Award number:
R305M050087
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