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Agenda
| 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 Cognition/Education Technology  Carol O'Donnell & Jonathan LevyMethodology Allen Ruby Early Childhood Caroline Ebanks Social/Behavioral Emily DoolittleSBIR Edward MetzMath/Science Christina Chhin Predoctoral/Postdoctoral Katina Stapleton Teacher Quality Harold Himmelfarb Read/Write & Struggling Readers Elizabeth Albro |
| 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 |
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| 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 Presiding Stuart Kerachsky, NCES Commissioner Opening Remarks Jon Baron, National Board for Education Sciences Vice Chair Plenary Address Video | TranscriptThe Honorable Arne Duncan, Secretary of Education  Director's RemarksJohn 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. Moderator: Amy Feldman Farb, NCEE Presenters: Peter Schochet and John Deke, Mathematica Policy Research, Inc. The Multiple Comparisons Problem in IES Impact Evaluations: Guidelines and ApplicationsDiscussants: David Judkins, Westat Discussion of The Problem of False Discoveries: How to Balance ObjectivesJeffrey Smith, University of Michigan Comments on "The Multiple Comparisons Problem in the IES Impact Evaluations: Guidelines and Applications" Discussant Comments: Pathways to Teaching Session
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| 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. Moderator: Tom Weko, NCES Presenters: 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 EducationMarvin Titus, University of Maryland Degree Productivity and Cost Efficiency in U.S. Public Four-Year Colleges and Universities |
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| 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. Moderator: Mark Dynarski, What Works Clearinghouse Presenters: Willa Spicer, Deputy Commissioner, New Jersey Department of Education Eric Smith, Commissioner, Florida Department of Education James H. Lytle, University of Pennsylvania |
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| 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. Moderator: Marsha Silverberg, NCEE Presenters: Susie James-Burdumy, Mathematica Policy Research, Inc. Evaluation of Reading Comprehension ProgramsMike Garet, American Institutes of Research The Impact of Professional Development Models and Strategies on Teacher Practice and Student Achievement in Early Reading
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| 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. Moderator: Christina Chhin, NCER Presenters: Russell Gersten, Instructional Research Group Needed Future Research on Instructional Practice in MathematicsRobert Siegler, Carnegie Mellon University Learning Research and Mathematics Education: Bidirectional Contributions, Bidirectional Challenges
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| Open Forum 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.Moderator: Carol O'Donnell, NCER |
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| 11:30 am – 1:00 pm | Plenary Luncheon Presiding Phoebe Cottingham, NCEE Commissioner Plenary AddressThe 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. Moderator: Joan McLaughlin, NCSER Presenters: 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?
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| 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. Moderator: Allen Ruby, NCER Presenter: Larry Hedges, Northwestern University Problems with the Design and Implementation .of Randomized ExperimentsPresentation Video | Transcript
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| 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. Moderator: Robinson Hollister, Swarthmore College Presenters: Mark Dynarski, Mathematica Policy Research, Inc. Evaluation of Enhanced Academic Instruction in After-School Programs: Findings from Two Years of ImplementationPatrick Wolf, University of Arkansas Evaluation of the DC Opportunity Scholarship Fund: Impacts after Three YearsWilliam Corrin, MDRC Enhanced Reading Opportunities: Findings from the Second Year of ImplementationPresentation Video | Transcript
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| 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. Moderators: Dan McGrath and Val Plisko, NCES Presenters: John Smithson, Wisconsin Center for Education Research Measuring The Alignment of TIMSS and PISA with U.S. State StandardsDan Sherman, American Institutes for Research Estimating Performance Below the National LevelRobert Hauser, University of Wisconsin at Madison What PISA can tell us about Quality and Equity in the Performance of Students and SchoolsMark Schneider, American Institutes of Research How PISA can be used for Improvement
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| 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. Moderator: Audrey Pendleton, NCEE Presenter: Roberto Agodini, Mathematica Policy Research, Inc. Evaluation of Early Elementary Math Curricula
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| Learning Disabilities 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. Moderator: Kristen Lauer, NCSER Presenters: Sharon Vaughn, University of Texas at Austin Future Directions for Research in Learning Disabilities: What We Know and What We Need to KnowLee Swanson, University of California at Riverside Who are the Children with Specific Learning Disabilities? Translating Evidence from Meta-Analysis and Longitudinal Research
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| 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 Moderator: Jill Weber, REL Northeast & Islands Strategies for Schools that are Marginally Adequate: How Can ARRA Funds be Wisely Applied?Moderator: 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 Moderator: Dean Nafziger, REL Southwest Robert M. Costrell, University of Arkansas |
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| 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 Presenters: Nicole McNeil, University of Notre Dame Modifying Arithmetic Practice to Promote Understanding of Mathematical EquivalenceGregory Fabiano, University of Buffalo Enhancing Outcomes for Students with ADHD in Special Education Settings2009 IES Outstanding Predoctoral Fellow Anita McGinty
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| 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. Moderator: Jacquelyn Buckley, NCSER Presenters: David S. Cordray, Vanderbilt University Chris Hulleman, Vanderbilt University Assessing Intervention Fidelity in RCTs: Models, Methods and Modes of AnalysisPresentation Video | Transcript
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| 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? Moderator: Elizabeth Albro, NCER Presenter: Charles Perfetti, University of Pittsburg Reducing the Complexities of Reading Comprehension: A Simplifying FrameworkDonald 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
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| 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. Moderator: Betsy Warner, NCEE Presenters: Jill Constantine, Mathematica Policy Research, Inc. An Evaluation of Teachers Trained Through Different Routes to CertificationAmy Johnson, Mathematica Policy Research, Inc. Impact Evaluation of Teacher Induction Programs
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| 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. Moderator: Lee Hoffman, NCES Presenters: 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 ?Presentation Video | Transcript
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| Open Forum 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? Moderators: Eric A. Hanushek, Stanford UniversityAlfred A. Lindseth, Sutherland LLP |
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| 10:45 am – 1:00 pm | Poster Presentations — Session C |
| 1:00 pm | Conference Adjournment |