|Sunday Monday Tuesday|
|Sunday, June 7, 2009|
|2:00 pm – 6:00 pm||Conference Registration|
|3:00 pm – 5:00 pm||NCER Grantee Meetings
Middle & High School Education Reform/ Education Leadership/Education Policy/Postsecondary Education
David Sweet and Ram Singh
Carol O'Donnell & Jonathan Levy
Read/Write & Struggling Readers
|5:30 pm – 6:30 pm||Welcome Reception
Welcome Remarks and Presentation of the 2009 Outstanding IES Predoctoral Fellow Award
Lynn Okagaki, NCER Commissioner and NCSER Acting Commissioner
|6:00 pm – 8:00 pm||Poster Presentations — Session A|
|Monday, June 8, 2009|
|7:30 am – 5:00 pm||Conference Registration|
|7:30 am – 8:45 am||Continental Breakfast|
|9:00 am – 9:45 am||Opening Plenary
Stuart Kerachsky, NCES Commissioner
Jon Baron, National Board for Education Sciences Vice Chair
Video | Transcript
The Honorable Arne Duncan, Secretary of Education
John Q. Easton, Director of the Institute of Education Sciences
|10:00 am – 11:30 am||Panel Sessions and Open Forum
The Problem of False Discoveries: How to Balance Objectives
Two panelists will present new approaches to the multiple comparisons problem.
Amy Feldman Farb, NCEE
Peter Schochet and John Deke, Mathematica Policy Research, Inc.
The Multiple Comparisons Problem in IES Impact Evaluations: Guidelines and Applications
David Judkins, Westat
Discussion of The Problem of False Discoveries: How to Balance Objectives
Jeffrey Smith, University of Michigan
Comments on "The Multiple Comparisons Problem in the IES Impact Evaluations: Guidelines and Applications"
Discussant Comments: Pathways to Teaching Session Presentation
Video | Transcript
|Why Does College Cost So Much? Costs, Prices, Subsidies, and Productivity in U.S. Higher Education
How does the sticker price of college compare to the cost of providing education? These panelists will discuss various cost models and research conducted in the higher education finance realm.
Tom Weko, NCES
Donna Desrochers, Delta Cost Project
Trends in College Spending: Where Does the Money Come From, Where Does It Go?
Craig Bowen, NCES
Price, Cost, and Subsidy in U.S. Higher Education
Marvin Titus, University of Maryland
Degree Productivity and Cost Efficiency in U.S. Public Four-Year Colleges and Universities
|Using Evidence to Invest in School Improvement Actions
A group of policymakers and researchers discuss where evidence fits into their school reform calculus. Drawing from case studies to effective research—how to make cost-effective choices from available evidence.
Mark Dynarski, What Works Clearinghouse
Willa Spicer, Deputy Commissioner, New Jersey Department of Education
Eric Smith, Commissioner, Florida Department of Education
James H. Lytle, University of Pennsylvania
|Strategies for Improving Comprehension
This panel will present two recent NCEE studies that used professional development or supplemental products aimed at improving student comprehension in elementary grades.
Marsha Silverberg, NCEE
Susie James-Burdumy, Mathematica Policy Research, Inc.
Evaluation of Reading Comprehension Programs
Mike Garet, American Institutes of Research
The Impact of Professional Development Models and Strategies on Teacher Practice and Student Achievement in Early Reading
|Improving Mathematics Achievement
Despite past and present efforts to improve the teaching and learning of mathematics, students continue to struggle. The need for more research in mathematics education is a given, but where and how should we direct our research efforts? The speakers will discuss promising avenues for future research in mathematics education.
Christina Chhin, NCER
Russell Gersten, Instructional Research Group
Needed Future Research on Instructional Practice in Mathematics
Robert Siegler, Carnegie Mellon University
Learning Research and Mathematics Education: Bidirectional Contributions, Bidirectional Challenges
Scaling Up and Sustaining Interventions
A discussion of what it takes to scale-up an intervention and what it takes to sustain the fidelity of the implementation of an intervention.
Carol O'Donnell, NCER
|11:30 am – 1:00 pm||Plenary Luncheon
Phoebe Cottingham, NCEE Commissioner
The Honorable Cecilia E. Rouse, Member of the President's Council of Economic Advisers
|1:15 pm – 2:45 pm||Panel Sessions
Enhancing School Readiness
The speakers will address what we know and still need to know about the "school readiness gap" for at-risk children with disabilities; achievements in preschool that are predictors of later academic performance; early childhood interventions and curricula that are improving school readiness outcomes; including evidence-based strategies for promoting school readiness in young children with disabilities; as well as the importance of developing an infrastructure to guide and link research in this area.
Joan McLaughlin, NCSER
Barbara Goodson, Abt Associates
How Do We Close the Gap for At-Risk Children?
Judith Carta, University of Kansas
How Do We Get Children with Disabilities Ready for School?
|Problems with the Design and Implementation of Randomized Experiments
Randomized experiments provide the best evidence about causal effects of interventions, but experiments are often compromised in practice. Sometimes the compromises arise because of problems in the execution of the experiment. In still other cases the compromises arise because of misunderstanding about the analysis or its interpretation. This session will present an illustrative set of these problems and what, if anything can be done about them in practice.
Allen Ruby, NCER
Larry Hedges, Northwestern University
Problems with the Design and Implementation .of Randomized Experiments
Video | Transcript
|Reversion to the Mean, or Does Dosage Matter?
Some intervention advocates urge sustaining a new training, curriculum, supplement, or another type of school or classroom policy/practice for more than a year, arguing that teachers need more than a year to master new practices or that students need extended exposure to teaching practices. Results from new large-scale experimental studies focused on more extended exposure to intervention treatments raise caution about these assumptions. This session will discuss four such studies.
Robinson Hollister, Swarthmore College
Mark Dynarski, Mathematica Policy Research, Inc.
Evaluation of Enhanced Academic Instruction in After-School Programs: Findings from Two Years of Implementation
Patrick Wolf, University of Arkansas
Evaluation of the DC Opportunity Scholarship Fund: Impacts after Three Years
William Corrin, MDRC
Enhanced Reading Opportunities: Findings from the Second Year of Implementation
Video | Transcript
|Getting Beyond the Horse Race in International Assessments
The initial release of the findings of international student assessments such as PISA and TIMSS is accompanied by a great deal of press and gnashing of teeth over U.S. standings in the horse race. But beyond the horse race lies a wealth of additional information that is more difficult to interpret, but may prove valuable in understanding our place in the world and how to improve it. To help us find what's worth reporting beyond the league tables, a panel of researchers will offer perspectives for getting more analysis out of international assessments.
Dan McGrath and Val Plisko, NCES
John Smithson, Wisconsin Center for Education Research
Measuring The Alignment of TIMSS and PISA with U.S. State Standards
Dan Sherman, American Institutes for Research
Estimating Performance Below the National Level
Robert Hauser, University of Wisconsin at Madison
What PISA can tell us about Quality and Equity in the Performance of Students and Schools
Mark Schneider, American Institutes of Research
How PISA can be used for Improvement
|Math Curriculums: Do We Have Answers for First Grade?
There is much debate about what approaches work best at teaching math, especially to students in high poverty districts and schools under Title I. Four math curricula, selected by an expert panel through a competitive process, are being tested in first grades with random assignment of curriculum across 39 schools. The report from the first year found statistically significant impacts for two of the four curriculums.
Audrey Pendleton, NCEE
Roberto Agodini, Mathematica Policy Research, Inc.
Evaluation of Early Elementary Math Curricula
Despite decades of research involving individuals with specific learning disabilities, a disconnect continues to exist between identifying children with specific learning disabilities and tailoring instruction to meet a child's unique needs. The presenters will discuss these issues and provide suggestions for future research that addresses improving academic outcomes within the challenges of educational settings.
Kristen Lauer, NCSER
Sharon Vaughn, University of Texas at Austin
Future Directions for Research in Learning Disabilities: What We Know and What We Need to Know
Lee Swanson, University of California at Riverside
Who are the Children with Specific Learning Disabilities? Translating Evidence from Meta-Analysis and Longitudinal Research
|3:00 pm – 5:00 pm||Poster Presentations — Session B|
|5:00 pm – 6:30 pm||Regional Education Laboratory (REL) Open Forums
Effectively Communicating Research Findings with Practitioners: Lessons from the REL Experts Bring Evidence to Practitioners (EEP) Initiative
Jill Weber, REL Northeast & Islands
Strategies for Schools that are Marginally Adequate: How Can ARRA Funds be Wisely Applied?
Lou Cicchinelli, REL Central
State Financial Crises and Encouraging Teacher Mobility to Assure Better Distribution of Effective Teachers: Proposals for State Teacher Pension System Reform
Dean Nafziger, REL Southwest
Robert M. Costrell, University of Arkansas
|Tuesday, June 9, 2009|
|7:30 am – 10:30 am||Conference Registration|
|7:30 am – 8:45 am||Continental Breakfast|
|9:00 am – 10:30 am||Panel and Open Forum Sessions
Presentations by Recipients of the Presidential Early Career Awards for Scientists and Engineers and the 2009 IES Outstanding Predoctoral Fellow
Nicole McNeil, University of Notre Dame
Modifying Arithmetic Practice to Promote Understanding of Mathematical Equivalence
Gregory Fabiano, University of Buffalo
Enhancing Outcomes for Students with ADHD in Special Education Settings
2009 IES Outstanding Predoctoral Fellow
|Assessing Intervention Fidelity: Models, Methods and Modes of Analysis
In this session, the speakers describe and illustrate the use of intervention models—theory of change, a logic model, and an in situ program model—to specify fidelity indicators and methods of assessment. We also illustrate how composite fidelity indices can be used in intent-to-treat (ITT) and treatment-on-treated (TOT) statistical models of intervention effects.
Jacquelyn Buckley, NCSER
David S. Cordray, Vanderbilt University
Chris Hulleman, Vanderbilt University
Assessing Intervention Fidelity in RCTs: Models, Methods and Modes of Analysis
Video | Transcript
|How Do We Get To Reading With Understanding?
After decades of reading research, we have substantial work on how to teach children word level skills. But word level skills are not enough to enable children to read with understanding. What do we need to do to teach children to read with understanding?
Elizabeth Albro, NCER
Charles Perfetti, University of Pittsburg
Reducing the Complexities of Reading Comprehension: A Simplifying Framework
Donald J. Leu, University of Connecticut
From the Report of the RAND Reading Study Group to Online Reading Comprehension: Promising New Directions for Research on Reading Comprehension in the Age of the Internet
|Pathways to Teaching: Findings from National Studies
This panel explores two recommended strategies for enlarging the supply of new teachers and the support of first-year teachers. Both studies focus on whether student learning is helped or hindered by either broadening the route to teaching or giving new teachers special support.
Betsy Warner, NCEE
Jill Constantine, Mathematica Policy Research, Inc.
An Evaluation of Teachers Trained Through Different Routes to Certification
Amy Johnson, Mathematica Policy Research, Inc.
Impact Evaluation of Teacher Induction Programs
|Why the Research Community Should Take Notice of State Longitudinal Data Systems
This session on Statewide Longitudinal Data Systems (SLDS) will familiarize education researchers with IES/NCES's role in working with states to develop these systems. Researchers will learn about the types of data states are collecting with their individual SLDS systems. They will also learn how researchers are using data systems to make education decisions. Lastly, researchers will be briefed on ongoing work to use this type of data to address education policy issues.
Lee Hoffman, NCES
Tate Gould, NCES
What Data Can We Get from State Longitudinal Data Systems?
Sean Mulvenon, University of Arkansas
How are Researchers Using Data from State Longitudinal Data Systems?
Jane Hannaway, Center for the Analysis of Longitudinal Data in Education Research
How Can Research Use Statewide Longitudinal Data Systems to Inform Education Policy ?
Video | Transcript
Can School Finance Policy Lead to Better School Outcomes?
Linking school finance with educational policy goals has been a theme in legislative, judicial, and academic discussions for the past several decades. At the same time, direct linkages have not been quick to be adopted. This forum will draw out the linkages between research and policy in the area of school finance, concentrating on two fundamental questions: what research is relevant for making school finance decisions and what do we know about the impacts on performance of various finance policies?
Eric A. Hanushek, Stanford University
Alfred A. Lindseth, Sutherland LLP
|10:45 am – 1:00 pm||Poster Presentations — Session C|
|1:00 pm||Conference Adjournment|