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2010 Research Conference | June 28–30

The Institute of Education Sciences (IES) hosted the Fifth Annual IES Research Conference Monday, June 28 through Wednesday, June 30, 2010, at the Gaylord National Hotel and Convention Center in National Harbor, MD.
Gaylord National Hotel and Convention Center
201 Waterfront Street
National Harbor, MD 20745
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Monday Tuesday  Wednesday
Monday, June 28, 2010
Grant and contract awardees and predoctoral and postdoctoral fellows from across the country gathered at The Gaylord at National Harbor, Maryland for the Fifth Annual Institute of Education Sciences (IES) Research Conference. Program meetings took place in the afternoon. Later, ticketed participants attended a Welcome Reception and Award Ceremony. Attendees then had the opportunity to view posters scheduled for Poster Presentations—Session A. Access to the Cyber Café was available to all participants from 1:00 p.m. through 7:30 p.m. in the Maryland Ballroom Foyer.
1:00 p.m.  – 6:00 p.m.
Conference Registration
1:30 p.m. – 4:30 p.m. Program Meetings
Meetings with start and end times other than 1:30-4:30 are indicated in italics below
  National Center for Education Research (NCER)
Website Presenter: Carol O'Donnell
  Early Childhood
Presenter: Caroline Ebanks
  Education Leadership, 3:30 p.m. - 4:30 p.m.
Presenter: Katina Stapleton
  Math, Science, and Education Technology
Presenters: Jonathan Levy and Christina Chhin
New Stats/Methods Grantees, 1:00 p.m. - 1:15 p.m.
Full Stats/Methods Grantees, 1:15 p.m. - 3:30 p.m.
Website Presenter: Allen Ruby, NCER
  Middle and High School Reform/Education Policy
Presenter: David Sweet
  Postsecondary Education
Website Presenter: Karen Douglas
  Predoctoral Research Training, 2:00 p.m. - 3:00 p.m.
Presenters: Katina Stapleton
  Read/Write and Struggling Readers/ELL
Presenter: Elizabeth Albro
Small Business Innovation Research, 1:30 p.m. - 3:00 p.m.
Presenter: Edward Metz
State and Local Evaluation, 3:30 p.m. - 4:30 p.m.
Presenter: Allen Ruby
  Teacher Quality
Presenter: Harold Himmelfarb
  Joint Meetings:
NCER and National Center for Special Education Research (NCSER)
Postdoctoral Research Training, 3:00 p.m. - 4:00 p.m.
Website Presenter: Edward Metz
  Social and Behavioral
Presenters: Emily Doolittle and Jacquelyn Buckley
  Early Childhood, Math/Science, Teacher Quality, Transition
Presenters: Joan McLaughlin and Rob Ochsendorf
Reading/Writing/Language, Autism, Cognition, Systems and Policy, Related Services, 1:30 p.m. - 3:00 p.m.
Presenters: Celia Rosenquist, Kristen Lauer, and Shu Jing Yen
  National Center for Education Statistics (NCES)
  Expert Data Users
Presenters: Marilyn Seastrom and Neil Russell
5:00 p.m. – 6:00 p.m.
Welcome Reception

Welcome Remarks and Presentation of the 2010 Outstanding IES Predoctoral Fellow Award
John Q. Easton, Director, Institute of Education Sciences
6:00 p.m. – 7:30 p.m.
Poster Presentations — Session A
Poster presenters scheduled to present during this time were available at their assigned poster board to discuss research findings.
Tuesday, June 29, 2010
The day began with a plenary session featuring opening remarks by The Honorable Arne Duncan, Secretary of Education. Director John Q. Easton delivered the plenary address, followed by closing remarks from Eric A. Hanushek, Chair of the National Board for Education Sciences (NBES). Attendees then chose from eight concurrent panel sessions. Ticketed participants attended a luncheon plenary address by Charles M. Payne, Frank P. Hixon Professor at the University of Chicago. Following the luncheon plenary, attendees had the opportunity to participate in a second set of concurrent panel sessions and in Poster Presentations—Sessions B and C. Posters from all categories were available for viewing from 9:00 a.m. through 12:00 noon. Access to the Cyber Café was available to all participants from 7:30 a.m. to 6:30 p.m. in the Maryland Ballroom Foyer.
7:30 a.m. – 5:00 p.m.
Conference Registration
8:15 a.m. – 8:45 a.m.
Plenary Prelude
9:00 a.m. – 9:45 a.m.
Opening Plenary

Opening Remarks
The Honorable Arne Duncan, Secretary of Education
Website Education Research: Charting the Course for Reform
Plenary Address:
John Q. Easton, Director, IES
New Research Initiatives for IES
Closing Remarks:
Eric A. Hanushek, Chair, NBES
9:45 a.m. – 10:00 a.m.
10:00 a.m. – 11:30 am Concurrent Panels — Session I
  Being a Fly on the Wall: How to Leverage Technology to Support Classroom Observation
This session will discuss the challenges of developing tools and measures to carry out classroom observations, and the pros and cons of using technology to support observation.
Edward Metz and Karen Douglas, NCER
Shawn Edmondson, thereNOW, Inc.
Website Innovative Technology for Classroom Observation
Heather Hill, Harvard Graduate School of Education
Website Observing Classrooms Using Technology
Amy Hedrick, University of North Carolina at Chapel Hill
Website The Targeted Reading Intervention: Utilizing Web-Based Observational Technology to Foster Professional Development
  Beyond p-Values: Characterizing Education Intervention Effects in Meaningful Ways
The purpose of this session is to describe various ways in which education intervention effects can be represented for achievement outcomes. The strengths and weaknesses of each approach will be highlighted.
Lynn Okagaki, NCER
Website Mark Lipsey, Vanderbilt University
  Improving Math Outcomes in Elementary Schools
Early intervention can help prevent students from struggling in mathematics throughout elementary school and beyond. To address this important area of research, this session reports findings of projects supported by IES Centers.
Rob Ochsendorf, NCSER
Scott Baker, Pacific Institutes for Research/University of Oregon
Website The Efficacy of a Kindergarten Curriculum Implemented in Whole Classroom Settings
Kay Wijekumar, Pennsylvania State University
Website Effects of Odyssey® Math Software on the Mathematics Achievement of Selected Fourth Grade Students in the Mid-Atlantic Region: A Multi-Site Cluster Randomized Trial
Thomas Smith, Vanderbilt University
Website Does the Mathematics Recovery Program Improve Students' Mathematics Learning?
  Inclusion, Accessibility, and Test Accommodations: Designing Quality Assessments for Students with Disabilities
Presenters in this session will describe the different approaches used to measure the achievement of students with disabilities (e.g., accommodations in test taking conditions, alternate standards).
Shu Jing Yen, NCSER
Arnold A. Goldstein, NCES
Website Recent Developments in Inclusion Practices for the National Assessment of Education Progress (NAEP)
Cara Cahalan Laitusis, Educational Testing Service
Website A Multistage Adaptive and Accessible Reading Assessment for Accountability
Michael Russell, Boston College
Website Accessible Test Design
Gerald Tindal, University of Oregon
  Strength of the Science in Behavior Disorders: Past Successes and Future Challenges
This panel will discuss the state of the science for the field of behavior disorders and the need for future research from the perspective of special education and mental health. The panel will also discuss the What Works Clearinghouse Practice Guide, Reducing Behavior Problems in the Elementary School Classroom.
Jacquelyn Buckley, NCSER
Krista Kutash, University of Florida
Website Reducing Behavior Problems in the Classroom: What We Know and What We Need to Know
Hill Walker, University of Oregon
Website Some Lessons Learned in Conducting Scientific Research on Behavior Disorders Within Applied School Contexts
Al Duchnowski, University of South Florida
Website Addressing Behavior Disorders in Schools: The Integration of Education and Mental Health
Website Catherine Bradshaw, Johns Hopkins University
  Policies to Support the Success of Disadvantaged Students in Postsecondary Education
This panel describes the level of remediation taking place in postsecondary education, an upcoming survey on remediation, and reviews a set of remediation programs aimed at helping high school graduates who are underprepared for postsecondary education.
Thomas Bailey, Teachers College, Columbia University
Thomas Weko, NCES
Website Nationally Representative Sample Surveys: What Can They Tell Us About Remediation? What Should They Do Next?
Bridget Terry Long and Angela Boatman, Harvard Graduate School of Education
Website Does Remediation Help All Students?: How the Effects of Postsecondary Developmental Courses Vary by Background and Ability
Elisabeth Barnett, Teachers College, Columbia University and Heather Wathington, University of Virginia
WebsiteThe Promise of Developmental Summer Bridge Programs
Michael J. Weiss, MDRC
Website Learning Communities for Students in Developmental Reading: An Impact Study at Hillsborough Community College
  Teachers' Compensation and the Relationships Between Teachers' Incentives and Student Achievement
Teacher compensation makes up the largest component of school spending. This panel provides an overview of the NCES Teacher Compensation Survey and presents findings on the impact of the Project on Incentives in Teaching. The signature activity of this 3-year experimental study of middle school math teachers, students, and schools was the study of the effects of paying teacher bonuses up to $15,000 on student outcomes, based on student test-score gains.
Matthew G. Springer, Vanderbilt University
Lori Taylor, Texas A&M University
Website Teacher-Designed Incentive Pay in Texas
Stephen Cornman, NCES
Website An Evaluation of the Data From the Teacher Compensation Survey: School Year 2006-07
  OPEN FORUM: Tell Me Why I Care: How to Translate Education Research Into Something Powerful for Practitioners, Policymakers and Pundits
This forum opens with a broad discussion of how to create research that is relevant and useful to the policy and practice audience, and how to shift from a dissemination model (sending out research studies at completion—here's what we think is important—use it) to a facilitation model (engaging school leaders in the planning and execution of research, and how to present complex analysis in accessible ways attuned to the needs of diverse audiences). Participants discuss how research is presented in the media and how other organizations have successfully translated education research to broad audiences.
Tracy Dell'Angela, Director of Outreach and Communications, IES
Debra Viadero, Associate Editor, Education Week and Author of the Inside School Research blog
Lyndsay Pinkus, Policy Manager, Data Quality Campaign
11:30 a.m. – 1:00 p.m.
Plenary Address and Luncheon

John Q. Easton, Director, IES
Plenary Address:
Charles M. Payne, Frank P. Hixon Professor, University of Chicago and author of So Much Reform, So Little Change and Co-editor of Teach Freedom: Education for Liberation in the African-American Tradition
Making Research Matter in Urban Schools
1:15 p.m. – 2:45 p.m.
Poster Presentations — Session B
Poster presenters scheduled to present during this time were available at their assigned poster board to discuss research findings.
3:00 p.m. – 4:30 p.m.
Concurrent Panels — Session II

Design and Analysis of Single–Case Research
This panel will present commonly accepted standards for the design and analysis of single–case studies, and criteria used in evaluating the quality of single–case studies for inclusion in the What Works Clearinghouse. Panelists will also discuss how to improve the scientific credibility of single–case designs by incorporating various randomization schemes, and will present recent research on developing a d-estimator for single-case designs.
Jacquelyn Buckley, NCSER
Tom Kratochwill, University of Wisconsin–Madison
Website Single-Case Research: Standards for Design and Analysis
Website Enhancing the Scientific Credibility of Single-Case Intervention Research: Randomization to the Rescue
Larry Hedges, Northwestern University
Website A d-Estimator for Single-Case Designs
Website Robert Horner, University of Oregon
  Mediator Analysis Within Field Trials
Education interventions are often theorized to impact student outcomes through intermediate outcomes (e.g., instruction or school climate). This session covers methods to evaluate possible mediational processes as part of the relation between the intervention and the distal outcome in cluster randomized trials.
Allen Ruby, NCER
Website Laura Stapleton, University of Maryland, Baltimore County
Download Supplemental Handout
  Does Knowing What You Know Improve Study Habits and Learning?
Self-regulation during learning is often held up as a gold standard. However, decades of cognitive research have found that people are notoriously bad at indicating what they do and don't know. This is true for children and adults alike. This panel discusses strategies that have been implemented in attempts to improve self-regulated learning.
Carol O'Donnell, NCER
Barry Zimmerman, The City University of New York
Website Overcoming Self-Regulatory Deficits of At-Risk Math Students at an Urban Technical College: A Self-Regulated Learning (SRL) Intervention
Jennifer Wiley, University of Illinois at Chicago
Website Reading for Understanding: Instilling Reader Goals and Expectations
Jennifer Nagaoka, University of Chicago
Website Evaluating the Impact of the Advancement Via Individual Determination Program on Ninth-Grade Students' Learning and Study Skills
Website Robert Bjork, University of California, Los Angeles
  Science Instruction in Early Childhood: Too Soon or Just Right?
Much of the attention in recent years has focused on promoting preschoolers' understanding and acquisition of important early language and literacy skills. In contrast, there has been a very limited focus on children's understanding of science concepts during the preschool years. How can we engage our youngest learners in science? The panel discusses the development of early childhood science curricula, developmentally appropriate instructional practices, professional development support for early childhood educators, and measurement of young children's knowledge of science concepts. The presenters highlight research from current projects designed to promote low-income children's understanding of science concepts during the preschool years.
Caroline Ebanks, NCER
Judy Brown, Miami Museum of Science
WebsiteE-I-E-I-O: Young Scientists Are Singing a New Song
Mable B. Kinzie, University of Virginia
Website Design & Testing of Curricula for Pre-Kindergarten Mathematics & Science
Daryl B. Greenfield, University of Miami
Website Please Touch! A Computer Adaptive Approach for Assessing Early Science
Nancy Clark-Chiarelli, Education Development Center
  Paying Attention and Learning
Although preschool and elementary teachers organize their instructional days to account for young children's attention levels, there remain children who struggle to sustain attention in both early childhood and elementary school-based settings. Researchers present the effects of participating in different curricula in supporting the development of critical attention skills in young children.
Celia Rosenquist, NCSER
Desiree W. Murray, Duke University
Website Computerized Attention Training for Young Children: Results of a Randomized Controlled Trial and Considerations for Future Research
Courtney Stevens, Willamette University and University of Oregon
Website Development and Comparison of Two Models of Preschool Attention Training
Stephen R. Hooper, University of North Carolina School of Medicine
Website The Importance of Cognitive Functions in a Response-to-Treatment Paradigm for Writing
Website Naomi J. Steiner, M.D., Tufts University Medical Center
  Connecting Research, Policy and Practice With Award-Winning Results: The Broad Prize for Urban Education
As IES works to build the capacity of states and school districts to conduct research, evaluate programs, and make sense of the data collected, this panel discusses the distinctive characteristics of urban school districts that competed for and won the prestigious Broad Prize for Urban Education, and how these characteristics—particularly the use of research and data analysis—can become levers of reform in school districts across the country.
Ronald Ferguson, Harvard Graduate School of Education and Kennedy School
Heather Zavadsky, The University of Texas
WebsiteBringing School Reform to Scale: Moving From Islands of Greatness to Successful Systems
Wanda Bamberg, Superintendent of the Aldine Independent School District, 2009 Winner of the Broad Prize
WebsiteThe Road to Broad
Nancy Que, The Broad Foundation
Website How the Broad Prize Works
Tom Payzant, Harvard University Graduate School of Education and Superintendent of Boston Public Schools 1995-2006
  How Successful Are Current Approaches to Ensuring New Teacher Quality
This panel addresses the link between current practices used to ensure the quality of persons entering the teaching profession and student outcomes. These practices include teacher certification (and alternative approaches to it), licensure tests, and teacher induction.
Harold Himmelfarb, NCER
James Wyckoff, University of Virginia
Website Recruiting Effective Math Teachers, How Do Math Immersion Teachers Compare? Evidence From New York City
Timothy R. Sass, Florida State University
Website The Policy Choices of Effective Principals
Steven Glazerman, Mathematica Policy Research
Website Impacts of Comprehensive Teacher Induction
Richard Buddin, RAND Corporation
Website Teacher Effectiveness in Urban Schools
  Using State Assessments: Moving Toward a Set of Common Standards
As the current administration pursues common assessments for states, this panel presents a practical application of IES technical methods work underway on the use of state assessments. Researchers discuss how this work can progress as states move toward a set of common standards, and the implications for research.
Irma Perez-Johnson, Mathematica Policy Research
Marie-Andree Somers, MDRC
Website Using State Tests to Measure Student Achievement in Large-Scale Randomized Experiments
Russell Cole, Mathematica Policy Research
Website Power Considerations for Educational Studies with Restricted Samples that Use State Tests as Pretest and Outcome Measures
John Deke, Mathematica Policy Research
Website Precision Gains from Publically Available School Proficiency Measures Compared to Study-Collected Test Scores in Education Cluster-Randomized Trials
  OPEN FORUM—Still Crazy After All These Years: Race, Reform, and School Politics
This open forum discusses how racial thinking has influenced pedagogical practices, partnerships with external institutions, staff relationships, and parent involvement. Charles M. Payne will reflect on the role that race has played in Chicago schools and urban school reform in general.
Charles M. Payne, University of Chicago
4:30 p.m. – 4:45 p.m.
4:45 p.m. – 6:15 p.m.
Poster Presentations—Session C
Poster presenters scheduled to present during this time were available at their assigned poster board to discuss research findings.
Wednesday, June 30, 2010
On this final day of the conference, attendees spent the morning in two concurrent panel sessions. Posters in all categories were available for viewing from 9:00 a.m. through 12:00 noon. The conference adjourned at 12:15 p.m. Access to the Cyber Café was available to all participants from 7:30 a.m. through 11:00 a.m. in the Maryland Ballroom Foyer.
7:30 a.m. – 11:00 a.m.
Conference Registration
8:00 a.m. – 9:00 a.m.
Roundtable with Dr. Easton
Predoctoral and postdoctoral fellows only
9:00 a.m. – 10:30 a.m.
Concurrent Panels — Session III
  Laying the Foundation for Scaling Up During Development
Considering how an intervention will be implemented in a classroom, school, or district during the development process may increase the likelihood of intervention uptake and improve the fidelity of implementation. In this panel, researchers with experience in developing, testing, and scaling up curricula discuss how to consider systemic and organizational characteristics that can support or hinder implementation.
Website Carol O'Donnell and Emily Doolittle, NCER
Jeanne Poduska, American Institute for Research
Website Community Partnerships to Support Education Research from Development Through Implementation
Doug Fuchs, Vanderbilt University
Website Bringing Educational Innovation to Scale: Top-Down, Bottom-Up, or A Third Way?
Christopher Wolfe, University at Buffalo, The State University of New York
Website Early Multilevel Supports for Implementing Early Mathematics Interventions: Successful and Unsuccessful Strategies
  Regression Discontinuity Design
Among non-experimental study designs, many believe that the regression discontinuity design (RDD) has the greatest potential to approach the rigor of randomized controlled trials (RCTs). This panel will describe the newly developed What Works Clearinghouse (WWC) standards for assessing the quality of RDD studies, including the criteria that a study must meet in order to receive the highest WWC rating. The panel will also share experiences from recent work on RDD studies.
Audrey Pendleton, NCEE
John Deke, Mathematica Policy Research
Website WWC Standards for Regression Discontinuity Study Designs
Jill Constantine, Mathematica Policy Research
J.R. Lockwood, RAND Corporation
Website Authentic Power Calculations for RD Studies
  Understanding Students Who Struggle to Learn Mathematics
Research results are presented that indicate measuring the timing and persistence of kindergarten children's mathematical difficulties may help identify those most at risk for failing to become proficient during elementary school. This panel also discusses the ways in which identification of mathematical difficulties, along with an understanding of the underlying cognitive deficits, can inform revision of math curricula.
Rob Ochsendorf, NCSER
H. Lee Swanson, University of California at Riverside
Website Working Memory, Attention, and Mathematical Problem Solving: A Three Year Longitudinal Study of Children at Risk and Not at Risk for Serious Math Difficulties at Grade One
Paul L. Morgan, Pennsylvania State University
Website Early Risk Factors for Mathematics Difficulties: Population-Based Estimates
Brian Bottge, University of Kentucky
Website Developing Adolescents' Procedural Fluency and Strategic Competence in Math
  Unpacking Coaching for Teachers
One approach to improving student outcomes in reading has been to direct attention to improving the instructional skills of reading and English language arts teachers by providing them with access to expert reading coaches. This panel presents the work of several research teams examining how to implement coaching paradigms and how to evaluate relative successes in improving teacher behavior and student outcomes across the Pre-K through 12 spectrum.
Harold Himmelfarb, NCER
Gina M. Biancarosa, University of Oregon
Website The Impact of Literacy Coaching on Teachers' Value-Added to Student Learning in Literacy Collaborative
Joanne F. Carlisle, University of Michigan
Website Literacy Coaching as a Component of Professional Development in Early Literacy
Brian Junker, Carnegie Mellon University
Website Evidence on the Implementation and Effectiveness of the Content-Focused Coaching Program
  It's Time to Stem the Tide of Failure: Building Interventions to Support High School Students With Emotional and Behavioral Disorders
These panelists present the work of the Center for Adolescent Research in Schools (CARS) and discuss development of a comprehensive set of intervention strategies across three core intervention components: enhancing school and teacher capacity; building youth competence; and increasing family and community supports.
Jacquelyn Buckley, NCSER
Lee Kern, Lehigh University
Website Center for Adolescent Research in the Schools (CARS) Research with Secondary Age Students with Emotional and Behavioral Problems
Steven W. Evans, Ohio University
Website Measuring Implementation and Outcomes for School Mental Health Interventions
Carl Paternite, Miami University
Website Special Education Teachers' Perspectives on Interventions for Adolescents With Emotional and Behavioral Disorders
Hill Walker, University of Oregon
Website Some Lessons Learned in Conducting Scientific Research on Behavior Disorders Within Applied School Contexts
  Do Data Drive Reform? Lessons from the Center for Data-Driven Reform in Education
The Center for Data-Driven Reform in Education (CDDRE) has been examining how school districts can use data-driven reform to improve student achievement. This session describes the results of an experimental evaluation of the impact of supporting district use of data-driven processes on the districts' ability to improve the academic performance of students in low-performing schools. This support includes training of district and school staff in making use of data; training district staff in conducting classroom observations and school walk-throughs; selecting and implementing classroom- and school-improvement strategies; and monitoring student learning through benchmark assessments.
David Sweet, NCER
Robert Slavin, Johns Hopkins University
WebsiteEffects of a Data-Driven District-Level Reform Model
Geoffrey Borman, University of Wisconsin at Madison
WebsiteThe District-Level Achievement Impacts of Benchmark Assessments: Year 1 Outcomes of CDDRE
Jonathan Supovitz, University of Pennsylvania Graduate School of Education
  School Choice: What New Research Says
School choice remains a hotly debated topic in education. The promise of charter schools is embedded in the education provisions of the American Recovery and Reinvestment Act of 2009 (ARRA), but a flurry of studies over the past two years has shown mixed findings. Using vouchers to help low-income students attend private schools continues to be advocated by some and discussed among legislators at both the state and federal levels. Researchers contribute to the debate by presenting new findings from several IES-funded evaluations, including the first large-scale randomized controlled trial of charter schools and the final report on the impacts of the District of Columbia voucher program.
Marsha Silverberg, NCEE
Philip Gleason, Mathematica Policy Research
Website The Evaluation of Charter School Impacts
Patrick Wolf, University of Arkansas
Website Evaluation of the DC Opportunity Scholarship Program: Final Report
Marisa Cannata, Vanderbilt University
Website The What Makes Schools Work Project
Brian Gill, Mathematica Policy Research
Website Thomas Dee, Swarthmore College
  OPEN FORUM: Building Long-Term Partnerships With Schools and Districts
One of the ongoing challenges confronted by education researchers is building long-term partnerships with schools and districts. This lack of ongoing partnerships can also be a source of frustrations for schools and districts. Panel members will lead a discussion of the ways in which these partnerships can be fostered and supported.
Dean Nafziger, REL Southwest
John Q. Easton, IES Director
F. Joseph Merlino, 21st Century Partnership for STEM Education
John Fantuzzo, University of Pennsylvania
10:30 a.m. – 10:45 a.m.
10:45 a.m. – 12:15 p.m.
Concurrent Panels — Session IV
  Finding Ways to Make Use of Newly Developed Statewide Longitudinal Data Systems
This panel brings together representatives of multiple communities to articulate a framework to encourage policy-relevant research that employs statewide longitudinal data systems (SLDS) and to formulate actionable recommendations, both immediate and ongoing, to implement that framework. The panel also discusses the High School Longitudinal Study as a demonstration of new SLDS usage and highlights the ways in which researchers are using these data to answer questions of importance to district and state policymakers.
Emily Anthony, NCES
Nancy Smith, NCES
Website Connecting Policymakers, Researchers, and Statewide Longitudinal Data: How to Make the Most of These Robust Data Systems
Laura LoGerfo, NCES
Website Challenges of the New Era of Longitudinal Studies: Perspectives From the High School Longitudinal Study of 2009
Jane Hannaway, Center for the Analysis of Longitudinal Data in Education Research (CALDER)

Jonathan Supovitz, University of Pennsylvania Graduate School of Education
  Generating Plausible Hypotheses Using Difference-in-Differences Estimation
Many strategies can be used to generate plausible causal hypotheses in situations where randomized experiments have not been carried out. One widely used strategy is the difference-in-differences approach (which is equivalent to several other approaches used in social science). This session defines the difference-in-differences method and the concept of causal effect in the modern theory of causal inference in statistics. It then explores the situations in which difference-in-differences gives valid causal inferences, and when it does not. This exploration is informed by real social data.
Allen Ruby, NCER
Larry Hedges, Northwestern University
Website Generating Plausible Causal Hypotheses
  Not All English Language Learners Are the Same
A challenge faced by many teachers, school leaders, and districts across the country is how to provide grade-appropriate instruction to learners who are learning English at the same time as they are learning academic content. The studies presented in this session describe the findings of several projects examining this question in elementary and middle school learners.
Karen Douglas, NCER
Lynne Anderson-Inman, University of Oregon
Website Reading Digital Text: Supporting ELLs in Content Area Classes
J. Ron Nelson, University of Nebraska at Lincoln
Website Efficacy of Supplemental Early Vocabulary Instruction Linked Directly With the Core Beginning Reading Instruction for Kindergarten English Learners
Rebecca Silverman, University of Maryland at College Park and Patrick Proctor, Boston College
Website Characterizing the Complexities of Bilingualism: Issues of Homogeneity and Heterogeneity in Language and Literacy Among Spanish-Speaking Latino(a) School-Age Children
  Seeing Concepts: Rethinking Math and Science Instruction
Several research teams describe the ways in which fundamental perceptual processes can be leveraged to dramatically improve the mastery of key math and science concepts.
Jonathan Levy, NCER
Catherine Milne, New York University
Website Representation and Interaction Design for Effective High School Chemistry Simulations: Suggestions from the Field
Philip Kellman, University of California, Los Angeles
Improving Middle School Mathematics: Learning Through Perceptual Learning Technology
Jennifer G. Cromley, Temple University
Website Teaching Middle School Students to Reason With Visual Representations in Science
  Development and Validation of Progress Monitoring Tools for Social Behavior This panel focuses on the technical adequacy, contextual relevance, and usability of progress-monitoring tools for social behavior.
Kristen Lauer, NCSER
Gregory Fabiano, University at Buffalo, The State University of New York
Website Using Daily Report Cards as a Progress-Monitoring Tool for Students With Attention Deficit Hyperactivity Disorder in Special Education
Sandra M. Chafouleas, University of Connecticut
WebsiteDevelopment and Validation of Progress Monitoring Tools for Social Behavior: Lessons from Project VIABLE
Frank Gresham, Louisiana State University
Developing Change Sensitive Brief Behavior Rating Scales as a Progress Monitoring Tool for Social Behavior
Linda A. Reddy, Rutgers University
Website Are We Making Progress Yet?
  National and International Assessment Linkages at Grade 8: NAEP and ECLS/TIMSS
One of the goals of the current administration, as well as many states and school districts, is to compare U.S. educational achievement with that of other countries. Policymakers have pushed for studies linking a test that is given to a sample of students in all states to international tests as a way to reduce costs and burden. Criteria to be discussed include content, test format, inclusion policy, and test motivation.
Andrew White, NCES
Enis Dogan, NAEP-National Education Statistics Services Institute
WebsiteA Statistical Linkage Between NAEP and ECLS-K Grade Eight Reading Assessments
Andrew Kolstad, NCES
Website Design of the 2011 NAEP-TIMSS Linking Study
Download Supplemental Handout
David Thissen, University of North Carolina at Chapel Hill
  Using Longitudinal Data to Link Principal Practice to Student Outcomes
In this session, several studies examining principal practice are described. Findings from these studies give researchers, policymakers, and practitioners valuable insight into how leaders allocate their practice (i.e., leadership behaviors) over time and whether/how these behaviors are associated with student achievement.
Katina Stapleton, NCER
Ellen Goldring, Vanderbilt University
WebsiteThe Conceptualization and Validation of the Vanderbilt Assessment of Leadership in Education (VAL-ED)
Timothy R. Sass, Florida State University
Website The Policy Choices of Effective Principals
Susanna Loeb, Stanford University
Website Effective Schools: Managing the Retention, Recruitment and Development of High-quality Teachers
Eric Camburn, University of Wisconsin–Madison
  Recognizing the Future: PECASE Recipients and Predoctoral Fellow of the Year Presentations
The two 2009 IES recipients of the Presidential Early Career Awards in Science and Engineering (PECASE) present their research in this session. They are joined by the IES Outstanding Predoctoral Fellow of 2010, Vivian C. Wong.
Elizabeth Albro, NCER
Katherine Rawson, Kent State University
Website Supporting Durable and Efficient Student Learning
Nonie Lesaux, Harvard Graduate School of Education
Website Language Diversity and Literacy Development: Increasing Opportunities-to-Learn in Urban Middle Schools
  Vivian C. Wong, Northwestern University
Website Analyzing Regression-Discontinuity Designs with Multiple Assignment Variables: A Comparative Study of Four Estimation Methods

12:15pm Conference Adjourns