WestEd
Associated IES Content
Contract
NCER/NCSER Research Training Program Support Contract
Since 2004, IES has supported education research training programs through grants funded by the National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER) with the broad purpose of preparing individuals to conduct rigorous and relevant education research that advances knowledge within the field and addresses issues important to education policymakers and practitioners. Over the past decades, NCER and NCSER have developed a number of programs ...
Federal funding program:
Contract number:
91990022F0340
Grant
Does School-Level Fiscal Flexibility Reduce Inequality in Student Achievement? New Evidence From Title I
The purpose of this project is to evaluate the impacts of fiscal flexibility (namely, the ability to spend compensatory revenue school-wide rather than targeted to specific students) on student achievement and attainment. Mounting research evidence shows that increases in school spending in kindergarten through 12th grade settings (K-12) leads to significant improvements in student academic success, as well as subsequent adult socioeconomic accomplishment. However, concerns remain over how m...
Federal funding program:
Award number:
R305A200126
Grant
Systematic Replication of Pre-K Mathematics Tutorial: The Effect of Variation in the Intervention Delivery Model on Mathematics Achievement of At-Risk Preschool Children
The goal of this project is to replicate the efficacy of an intensive Tier 2 math intervention, Pre-K Mathematics Tutorial (PKMT), for pre-k children at risk for mathematics difficulties, and compare the relative effectiveness of two delivery models (Pull-Out vs. In-Class) for implementing the intervention. Math difficulties occur early in childhood and are associated with negative long-term outcomes. PKMT is designed to address these difficulties by providing intensive instruction on a core...
Federal funding program:
Award number:
R324R200011
Grant
An Efficacy Study of the MathSpring Personalized Learning System That Responds to Student Affect
This purpose of this project is to evaluate the efficacy of MathSpring, an online intervention that provides individualized affective and strategic support to students as they solve math problems. The need to improve students' mathematics achievement is well recognized. According to the 2017 National Assessment of Educational Progress, only 34% of American public-school grade 8 students score at or above proficient in mathematics.
Federal funding program:
Award number:
R305A190256
Grant
Efficacy Study of Adventures Aboard the S.S.GRIN: Social, Emotional, and Academic Skills
The purpose of this study was to evaluate the Adventures Aboard the S.S. GRIN (Adventures) program, an online game with embedded social skills training to improve social, emotional, and academic outcomes for children experiencing social difficulties. Prior research indicated that direct social skills instruction can benefit these students, yet most schools are not equipped to provide this type of targeted support. The Adventures program was created through an IES development grant (R305A1105...
Federal funding program:
Award number:
R305A180224
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
Investigating the Use of Virtual Labs to Promote Chemical Reasoning and Practice Skills
The purpose of this project was to develop and test the usability, feasibility, and promise of a fully developed series of innovative, online chemistry activities, ChemVLab+, that allow students to develop reasoning and science practice skills aligned with the Next Generation Science Standards (NGSS). High school chemistry is an important target for intervention with nearly twice as many high school students enrolling in chemistry compared to physics, and improved chemistry instruction can p...
Federal funding program:
Award number:
R305A170049
Grant
Word Learning Strategies: A Program for Upper-Elementary Readers
The purpose of this project is to test the efficacy of Word-Learning Strategies (WLS), a fully-developed, comprehensive, supplementary program designed to improve upper elementary students' vocabulary by focusing on teaching students to use strategies for word learning. Results from standardized tests have consistently shown that a large proportion of students in the U.S. are below proficient in reading comprehension and vocabulary and this is especially true for students who are learning En...
Federal funding program:
Award number:
R305A150108
Grant
Khan Academy Resources for Maximizing Mathematics Achievement: A Postsecondary Mathematics Efficacy Study
This project tested if and how using Khan Academy web-based activities in regular classroom instruction improved community college student learning of algebra. Many students arrive at community college needing opportunities to learn or strengthen mathematics skills in order to complete a college-level mathematics class. To increase student success, some community colleges have turned to Khan Academy's free, online, mathematics resources for students and instructors. This project investigated...
Federal funding program:
Award number:
R305A140340
Grant
SimScientists Model Progressions
The use of models and simulations has helped change the nature of inquiry for scientists and students. Simulations can represent dynamic science systems "in action," making invisible phenomena visible, and making these models available for active investigations of authentic problems. When coupled with a technical infrastructure that captures and analyzes students' ongoing actions and answers, interactive simulations can provide personalized feedback and coaching, as well as reports that teac...
Federal funding program:
Award number:
R305A130160
Grant
SimScientists Assessment System
To date, technology has been used mainly to support the logistics of assessment administration and scoring. However, new technology has also shown promise as a tool for the development of measures of complex learning that can be useful for instruction. In particular, computer simulations are becoming a component of large-scale science assessments such as the Programme for International Student Assessment, the National Assessment of Educational Progress, and the assessments aligned with the N...
Federal funding program:
Award number:
R305A120390
Grant
A Randomized Study of the Efficacy of a Two-Year Mathematics Intervention for At-Risk Pre-Kindergarten and Kindergarten Students
Most public preschool and kindergarten programs spend little time on mathematics. In addition, the mathematics curricula typically used in pre-kindergarten and kindergarten are not evidence-based, effective mathematics curricula and share two common design flaws. First, the content included is typically too broad and thus fails to systematically focus on building student understanding of key math content. Second, most curricula are not designed to address the specific mathematics instruction...
Federal funding program:
Award number:
R305A120262
Grant
Cyber-enabled Tangible Molecular Models for High School
Test scores on the most recent National Assessment of Educational Progress suggest that nearly half of 12th grade students in the United States fail to reach a basic proficiency in science. Since more than 90 percent of high school students enroll in biology, there is an opportunity to intervene in high school biology classrooms and potentially improve student outcomes. In particular, incorporating technology may have the potential to better convey the complex structures of molecules and des...
Federal funding program:
Award number:
R305A120047
Grant
Making Sense of SCIENCE: Efficacy Study of a Professional Development Series for Middle School Science Teachers
In the United States, districts do not generally have coherent, coordinated professional development programs, nor are they likely to have the internal resources and capacity to meet their teachers' content-specific needs in science. Examination of the TE-MAT website (http://www.te-mat.org), a database of nearly 600 professional development resources in mathematics and science run by the National Science Teacher Association's NSTA Recommends program, reveals that only a handful attend to dee...
Federal funding program:
Award number:
R305A110515
Grant
Impact of the WRITE Program on English Learner Achievement and Teacher Instructional Practice
English language learners (ELL) consistently score below grade-level on state standardized tests in all content areas, and much below non-ELL students. The persistent performance gap between ELLs and non-ELLs increases as the level of language demand increases. Even ELL students who have progressed beyond basic levels of English proficiency continue to struggle with academic demands. The Writing Reform Institute for Teaching Excellence (WRITE) Tier 2 program is designed to transition ELL stu...
Federal funding program:
Award number:
R305A110176
Grant
Understanding Life Science: Improving Student Achievement by Deepening Teacher Content and Pedagogical Content Knowledge in Ways That Transform Instructional Practice
Despite small gains in science achievement over the last decade, American students' academic performance in science remains poor. In order to increase performance, students need teachers who are knowledgeable about the subject matter and who are prepared to teach science in clear, engaging ways. This research and development project will address this need by designing a teacher professional development program focused on the life sciences. By building the content and pedagogical content know...
Federal funding program:
Award number:
R305A110285
Grant
Voyage to Galapogos: Development of a Differentiated Assistance Model in an Inquiry Learning Environment
Prior research on scaffolded inquiry learning suggests that teaching skills associated with scientific inquiry can be improved if supported by the right kind of guidance. The project will bring together SimScientists, a web-based learning management system, with Voyage to Galapagos (VTG), an inquiry-driven instructional module that provides students with the opportunity to do simulated science field work in Galapagos. The goal of the VTG project is to develop three assistance modalities that...
Federal funding program:
Award number:
R305A110021
Grant
Making Middle School Mathematics Accessible for All Students (M3A2S)
In this project, researchers will use an iterative design to produce a well-specified, professional development (PD) course and facilitator guide designed to support middle school mathematics teachers, paraprofessionals, and teacher-leaders in effectively teaching all students. The project will apply findings from cognitive science and research-based PD best practices in supporting teachers as they learn to plan, instruct, and reflect on lessons that: (1) incorporate mathematical language; (...
Federal funding program:
Award number:
R305A100454
Grant
Linear Functions for Teaching: An Efficacy Study of Learning and Teaching Linear Functions
The proposed study aims to investigate the efficacy of professional development in algebra both to improve teachers' mathematics understanding as well as mathematics teaching practices and to increase students' resulting algebra proficiency, learning and achievement. Empirical studies have offered evidence for the potential efficacy of the professional development to be tested in this study, Learning and Teaching Linear Functions (LTLF). The growth of this intervention offers a context in wh...
Federal funding program:
Award number:
R305A100047
Grant
Embedded Assessments Using the ChemCollective Virtual Lab
Test scores on the most recent National Assessment of Educational Progress (NAPE) suggest that nearly half of 12th grade students fail to reach basic proficiency in science. Current high school chemistry curricula focuses on quantitative problem-solving activities that are rarely presented in meaningful contexts and do not support the development of deep conceptual understanding of chemical principals or scientific inquiry skills that promote proficiency in science. To address this need, the...
Federal funding program:
Award number:
R305A100069
Grant
Efficacy Study of AnimalWatch: An Intelligent Tutoring System for Pre-Algebra
Algebra is considered a critical "gatekeeper" mathematics course for high school graduation and college enrollment, but many students continue to struggle with algebra and failure rates are high. Often, the problem is that students have not yet mastered the prerequisite computation, fractions, and algebra readiness skills necessary to successfully solve algebraic problems. One potential way to improve student mathematics achievement and prepare students for algebra may be through the use of ...
Federal funding program:
Award number:
R305A090197
Grant
SimScientists: Interactive Simulation-Based Science Learning Environments
Recent national science education reports emphasize that student science learning should go beyond students solely knowing basic facts to deeper understanding and the ability to engage in meaningfully scientific practice. This project is developing SimScientists, a web-based simulation intervention designed to supplement and extend existing middle school science instructional materials. By offering problem-driven curriculum inquiry activities, embedded formative assessments, reflection activ...
Federal funding program:
Award number:
R305A080614
Grant
Multilevel Assessments of Science Standards (MASS)
Large-scale state-level tests and classroom assessments are often not well aligned, and often do not support good instructional decisions. In addition, the technical quality of classroom assessments developed by teachers or those that are embedded in published curriculum materials is often unknown or inadequate. The purpose of the Multilevel Assessment of Science Standards (MASS) project is to create a new generation of technology-enhanced formative assessments that bring best formative as...
Federal funding program:
Award number:
R305A080225
Grant
A Randomized Controlled Study of the Effects of Intelligent Online Chemistry Tutors in Urban California School Districts
Student knowledge and skills in science in the U.S. needs to be improved. A National Science Board report in 2006 indicates that while science achievement has improved slightly on some measures over the last few years, it is far below goals set by the National Science Board's Commission on Precollege Education in Mathematics, Science, and Technology almost three decades ago. Moreover, the performance of students in the U.S. is lagging when compared to other countries. The purpose of this pro...
Federal funding program:
Award number:
R305A080063
Grant
Closing the SES Related Gap in Young Children's Mathematical Knowledge
There is a national need for effective interventions to improve school readiness and subsequent achievement in mathematics for students from low-income families. A socioeconomic gap in mathematical knowledge is present in U.S. children by three years of age. This gap widens over the preschool years. Recent intervention research has found that early mathematics enrichment can significantly enhance low-income children's mathematical knowledge. However, providing a math intervention for 4-ye...
Federal funding program:
Award number:
R305A080697
Grant
Understanding Science: Improving Achievement of Middle School Students in Science
On the 2005 National Assessment of Education Progress, 41 percent of eighth-graders scored below the basic level in science. In the 1999-2000 school year, 42 percent of public school students were taught physical sciences by teachers who had neither a major nor certification in the field. The purpose of this project is to develop three teacher professional development courses in the Understanding Science series that address challenging physical science and earth science topics: heat and ene...
Federal funding program:
Award number:
R305B070233
Grant
Algebra Intervention for Measured Achievement—Full Year Curriculum
As the international workplace becomes more technical, it increasingly reflects the problem-solving demands of mathematics, and algebra in particular. In 2005, 36 percent of fourth-graders and 30 percent of eighth-graders scored at or above the Proficient level in mathematics on the National Assessment of Educational Progress. On the 2000 National Assessment of Educational Progress, the most recent assessment of grade 12 students, 17 percent of grade 12 students scored at or above the Prof...
Federal funding program:
Award number:
R305A070105
Grant
Diagnostic Embedded Classroom Assessment—An Efficacy Study
Embedding assessment practices within instructional materials gives teachers a tool to monitor student learning, provide immediate feedback to students at key junctures, and adjust instruction accordingly. Because science curricula typically include complex, sequential sets of knowledge and skills to master, embedded formative assessment may be a useful component of science curricula. WestEd, in collaboration with the University of California at Los Angeles, is planning to test the efficac...
Federal funding program:
Award number:
R305B070354
Grant
Evaluation of the First In Math Online Mathematics Program in New York City: A Randomized Control Trial
According to the 2005 National Assessment of Education Progress mathematics assessments, only 35 percent of students in grade 4 perform at or above the proficient level of mathematics achievement. In order to identify effective programs that can help improve students' mathematics proficiency, rigorous research is needed. The purpose of this project is to examine the impact of the First in Math online mathematics program on fourth- and fifth-grade student achievement in the New York City Pub...
Federal funding program:
Award number:
R305B070048
Grant
Algebraic Interventions for Measured Achievement
Federal funding program:
Award number:
R305K040003
Grant
Scaling Up the Implementation of a Pre-Kindergarten Mathematics Curriculum in Public Preschool Programs
The primary purpose is to improve school readiness and subsequent achievement in math of students from low-income families. Low-income children enter kindergarten behind their middle-class peers in math knowledge. This gap in knowledge persists through high school. To work on addressing this issue, the investigators plan to examine the effectiveness of a pre-kindergarten mathematics intervention implemented at scale across two types of public preschool programs serving low-income children...
Federal funding program:
Award number:
R305K050004
Grant
Resources, Educational Environments, Services, and Outcomes for Understanding Requirements for English Learners (RESOURCEs) in Ohio
This project uses quantitative and qualitative approaches to build a deeper understanding of the ways in which English learner (EL) students' English language proficiency (ELP) profiles change longitudinally and how EL status and having varying levels of ELP shapes both students' access to resources, services, and differing educational environments and their outcomes. The researchers will examine how local educational agencies (LEAs) make decisions about the types of services and resources t...
Federal funding program:
Award number:
R305S240002
Grant
Talking Math: Improving Math Performance and Engagement Through AI-Enabled Conversational Tutoring
The purpose of this project is to develop a conversational artificial intelligence (AI) tutor (CAIT- pronounced as "Kate") to support independent math practice for middle school students who struggle with math and, otherwise, may not have access to after-school tutoring. CAIT will be integrated into ASSISTments, an existing, freely available, and evidence-based online math platform with widely used homework assignments from open education resources (OER). Through this work, the project team ...
Federal funding program:
Award number:
R305T240029
Grant
Does Expansion of Bilingual Programming Support Equitable Access for Multilingual Learners? An Examination of LOOK Act Implementation in Massachusetts
The research team will examine implementation of the Language Opportunity for Our Kids (LOOK) Act in Massachusetts, focusing on the extent to which the expansion of bilingual programming through the LOOK Act supports equitable access to and participation in dual language education (DLE) and State Seal of Biliteracy (SSoB) programs for multilingual learners (MLs). They will also look at the extent to which access to and participation in these bilingual programs is associated with differential...
Federal funding program:
Award number:
R305S230006
Grant
A Systematic Replication Study of Interleaved Mathematics Practice
The purpose of this project is to conduct a systematic replication study of a highly promising mathematics learning intervention, interleaved practice, in 7th grade classrooms. Though psychologists have long known that interleaving and spacing improves long-term learning, the practice problems in most mathematics curricula are arranged so that the majority of problems relating to the same skill or concept are blocked together. With the interleaved practice intervention, some of the practice ...
Federal funding program:
Award number:
R305R220012
Grant
Improving Children's Math Skills through a Personalized Early Learning Technology Solution: An Efficacy Study
Mathematics education, especially at early grade levels, continues to be an important focus for national education improvement efforts, and more districts are introducing technology as part of their solution. The researchers will conduct an initial study to generate evidence of the efficacy of My Math Academy, a widely used, game-based, supplemental online curriculum that enables personalized learning through embedded assessments, adaptive learning trajectories, and a performance dashboard t...
Federal funding program:
Award number:
R305A220159
Grant
Elevating Engineering with Multilingual Learners
When teachers transform classrooms into places that fuel curiosity, enable collaboration, and invite communication, students can become the problem-solvers of tomorrow. With the Next Generation Science Standards (NGSS), engineering is expected to be taught, yet most elementary teachers do not feel prepared. The goal of this project is to develop, study, and refine a professional learning (PL) intervention that helps grade 3-5 teachers develop the knowledge and skills they need to effectively...
Federal funding program:
Award number:
R305A220456
Grant
National Replication Study of the Effects of Self-Affirmation on Black and Latinx Students' Academic, Disciplinary, and Socio-Emotional Outcomes in Different School Settings
The research team will replicate a prior impact study of a self-affirmation (SA) intervention to counteract the harmful effects of negative racial stereotypes on the academic, disciplinary and socio-emotional outcomes of seventh grade Black and Latinx students. This study differs from the prior studies because it is specifically designed to provide new evidence concerning: (1) the impact of self-affirmation on Black and Latinx students in different schools with different demographic composi...
Federal funding program:
Award number:
R305R220018
Contract
Study of the Impact of English Learner Classification and Reclassification Policies
Entry into and exit from English learner (EL) status are high-stakes decisions with implications for academic equity in the U.S. EL status governs the instructional settings, language supports, and educational opportunities available to students. Since former ELs are no longer entitled to language supports, exiting EL status too soon can leave these students linguistically unprepared for success in general education settings. However, maintaining EL status for too long can compromise students'
Federal funding program:
Contract number:
91990021D0004/91990021F0387, 91990021D0004/91990022F0057
Grant
Adult Numeracy in the Digital Era: Adaptive Technology for Quantitative and Digital Literacy
This research team will develop and pilot test a technology-enabled adult numeracy course and corresponding professional development designed for adult basic education learners. Nearly a third of the adult population in the United States does not have sufficient numeracy skills to manage critical quantitative tasks in their daily lives and over 16 percent have low digital literacy skills. Modern technology has the potential to significantly improve access to and the quality of adult educatio...
Federal funding program:
Award number:
R305N210029
Grant
Sub-baccalaureate Career and Technical Education: A Study of Institutional Practices, Labor Market Demand, and Student Outcomes in Florida
New changes to federal career and technical education (CTE) policy require postsecondary institutions to ensure their CTE offerings are validated by proximal labor market demand, yet there is a very limited base of knowledge and best practices for institutions to draw upon as they carry out this mandate. The purpose of this project is to address existing policy and research gaps by, first, administering a statewide survey to catalogue the institutional practices that Florida community and te...
Federal funding program:
Award number:
R305A210289
Grant
Formative Assessment Bundling Literacy and Elementary Science in the NGSS
Formative Assessment Bundling Literacy and Elementary Science in the NGSS
Federal funding program:
Award number:
R305A210290
Grant
Leveraging Technology to Improve Children's Understanding of Mathematical Equivalence
This project will create ICUE Online, an online version of the Improving Children's Understanding of Equivalence (ICUE) intervention, which was developed and tested for efficacy with prior IES funding. ICUE Online will consist of activities with just-in-time feedback designed to improve student understanding of mathematical equivalence. Though understanding equivalence is a critical precursor to many math concepts and algebraic thinking, the majority of elementary students fail to develop co...
Federal funding program:
Award number:
R305A210018
Grant
Evaluating the Efficacy of MathByExample
In this project, researchers aim to test the efficacy of the MathByExample activities on improving student mathematics outcomes in 4th and 5th grade. The MathByExample intervention, developed with prior IES funding, targets key mathematics concepts and common misconceptions for 4th and 5th grade students through worked example practice exercises in which students explain a fictitious student's work (marked as either correct or incorrect) and solve a practice problem.
Federal funding program:
Award number:
R305A210080
Grant
Exploring Trends and Heterogeneity in the Timing and Effects of English Learner Reclassification: A Systematic Review and Meta-Analysis
The purpose of this project was to conduct a systematic review and meta-analysis of English learner (EL) reclassification studies. Reclassification refers to the determination that an EL student is English proficient and is ready to exit EL classification. The goal of this project was to advance the field's understanding of two critical topics around EL reclassification: (1) timing to reclassification and (2) effects of reclassification on student learning outcomes. By synthesizing and summa...
Federal funding program:
Award number:
R305A200201
Grant
Improving Outcomes and Accelerating Completion With Corequisite Remediation in Mathematics: An Efficacy Study
The purpose of this study is to conduct a randomized trial of the Statway Corequisite course in community college mathematics. Corequisite remediation has emerged as a promising approach to improving student success. Early results show that it can be highly effective in comparison to traditional remediation and warrants further investigation, in particular into the impact of alignment of course content to student goals and instructional design. In addition, due to concerns from college educa...
Federal funding program:
Award number:
R305A200256
Grant
National Research and Development Center to Improve Education for Secondary English Learners
English Learners (ELs) in secondary schools face two types of challenges: barriers to accessing rigorous courses and a scarcity of quality learning opportunities in school that prepare them for life, careers, and civic participation. To understand policies and systems-level practices that are related to the school experiences of ELs in secondary schools, the National Research and Development Center to Improve Education for Secondary English Learners (the center) will carry out two lines of i...
Federal funding program:
Award number:
R305C200008
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
Exploring the Spatial Alignment Hypothesis in STEM Learning Environments
The purpose of this project is to explore how to optimize the spatial arrangement of commonly used visuals, such as worked examples and diagrams, to facilitate visual comparison as students learn mathematics and science concepts. Visual comparison is the process of identifying the relational structure that visuals share (i.e., the correspondences between the aligned components of the compared items). Surprisingly, little is known about how to spatially arrange visuals to facilitate visual co...
Federal funding program:
Award number:
R305A170165
Contract
Impact Study of Feedback for Teachers Based on Classroom Videos
Helping teachers be as effective as possible remains a key national priority, given their role in student success. Classroom management and instructional practices are foundational to effective teaching, but mostly a struggle for lower-performing teachers and those early in their career to do well. This is particularly problematic because these teachers disproportionately work in high-need schools where strong teaching is essential to close student achievement gaps. This study expands the curr
Federal funding program:
Contract number:
ED-IES-16-C-0021
Grant
Improving Children's Understanding of Mathematical Equivalence: An Efficacy Study
The purpose of this project is to evaluate Improving Children's Understanding of Equivalence (ICUE), a fully-developed intervention that supplements teachers' existing mathematics instruction and helps students develop understanding of mathematical equivalence. This intervention was developed under two prior IES awards (Arithmetic Practice that Promotes Conceptual Understanding and Computational Fluency and Improving Children's Understanding of Mathematical Equivalence). A vast majority of ...
Federal funding program:
Award number:
R305A150088
Grant
Continuous Improvement of a What Works Clearinghouse Rated Early Mathematics Intervention
In this implementation science project researchers and local public pre-kindergarten administrators and teachers worked as teams to improve teachers' implementation of a What Works Clearinghouse-reviewed curriculum, Pre-K Mathematics. Previous IES-funded research (see Related Projects below) has found this curriculum to be effective at improving low-income students' readiness for elementary school mathematics. Anecdotal evidence has suggested that some teachers, who have learned to implement...
Federal funding program:
Award number:
R305H150093
Grant
The Oregon English Learner Alliance: A Partnership to Explore Factors Associated with Variation in Outcomes for Current and Former English Learners in Oregon
The number of English language learners (ELLs) in Oregon increased greatly over the past two decades, and ELLs now comprise 10% of the state's K-12 population. Efforts to explore the factors that contribute to ELL academic success are hampered by a lack of information on what differentiates ELLs who are eventually reclassified out of ELL status from those who are not. Furthermore, information describing the instructional programs that ELLs in the state experience needs further development an...
Federal funding program:
Award number:
R305H140072
Grant
Exploring Longitudinal Outcomes and Trajectories for English Language Learners (ELOTE)
The purpose of this grant was to study the academic trajectories and outcomes of secondary immigrant English Language Learners in order to inform district policies, improve instructional and extracurricular programs, and refine classroom practices to better meet the needs of ELLs.
Federal funding program:
Award number:
R305H140032
Grant
National Research & Development Center on Cognition and Mathematics Instruction
The National Center for Cognition and Mathematics Instruction has a core goal of redesigning components of a widely-used middle school mathematics curriculum-Connected Mathematics Project (CMP), and evaluating the efficacy of the redesigned curriculum materials.
Federal funding program:
Award number:
R305C100024
Grant
A Randomized Controlled Study of the Efficacy of Reading Apprenticeship Professional Development for High School History and Science Teaching and Learning
In this project, the researchers proposed to investigate the efficacy of the reading apprenticeship professional development program that aimed to improve teachers' integration of reading instruction into high school science and history and, thereby, to increase student reading and content proficiency. The professional development program was a response to the observations that many students who reach middle and high school do not possess sufficient reading skills to learn new knowledge when...
Federal funding program:
Award number:
R305M050031
Grant
Math Pathways and Pitfalls Lessons for K-7 Students: Improving Mathematics Achievement for English Language Learners
In this study, the researchers conducted an efficacy trail evaluating the impact of the Math Pathways and Pitfalls lessons on English language learners' mathematical achievement and the development of mathematics-related language. In the early 2000s, 35 percent of white 4th graders scored at or above proficient in mathematics on the National Assessment of Educational Progress. In contrast just 10 percent of Latino 4th graders scored at this level. Through this project, the researchers aimed ...
Federal funding program:
Award number:
R305K050050
Contract
Impact Evaluation of Teacher Induction Programs
Title II, Part A, the Improving Teacher State Formula Grants program, is the primary federal funding under the Elementary and Secondary Education Act to support a high-quality teacher in every classroom. The program, funded at $2.9 billion in Fiscal Year 2010, targets high-poverty districts and funds a broad array of allowable activities such as support for certification including alternative certification, teacher mentoring and induction, intensive professional development, recruitment, reten
Federal funding program:
Contract number:
ED-04-CO-0112/001
External Person
Jodi Davenport
Jodi Davenport serves as deputy director of REL Northwest. Dr. Davenport leads efforts to find meaningful ways to connect research and practice in authentic educational settings and brings substantial experience leading large-scale research projects focused on improving student outcomes.Previously, she directed the IES-funded National Research and Development Center on Cognition and Mathematics Instruction.Dr. Davenport earned a BS in cognitive science from the University of California, Los A...
External Person
Pamela Fong
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