2010 IES Research Conference

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

Select Conference Year

Agenda

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)
	Cognition 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
	Methodology New Stats/Methods Grantees, 1:00 p.m. - 1:15 p.m. Full Stats/Methods Grantees, 1:15 p.m. - 3:30 p.m. Presenter: Allen Ruby, NCER
	Middle and High School Reform/Education Policy Presenter: David Sweet
	Postsecondary Education 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. Presenter: Edward Metz
	Social and Behavioral Presenters: Emily Doolittle and Jacquelyn Buckley
	NCSER
	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* Presenter: 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.
Top
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 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.	Break
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. Moderators: Edward Metz and Karen Douglas, NCER Presenters: Shawn Edmondson, thereNOW, Inc. Innovative Technology for Classroom Observation Heather Hill, Harvard Graduate School of Education Observing Classrooms Using Technology Amy Hedrick, University of North Carolina at Chapel Hill 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. Moderator: Lynn Okagaki, NCER Presenter: 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. Moderator: Rob Ochsendorf, NCSER Presenters: Scott Baker, Pacific Institutes for Research/University of Oregon The Efficacy of a Kindergarten Curriculum Implemented in Whole Classroom Settings Kay Wijekumar, Pennsylvania State University 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 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). Moderator: Shu Jing Yen, NCSER Presenters: Arnold A. Goldstein, NCES Recent Developments in Inclusion Practices for the National Assessment of Education Progress (NAEP) Cara Cahalan Laitusis, Educational Testing Service A Multistage Adaptive and Accessible Reading Assessment for Accountability Michael Russell, Boston College Accessible Test Design Discussant: 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. Moderator: Jacquelyn Buckley, NCSER Presenters: Krista Kutash, University of Florida Reducing Behavior Problems in the Classroom: What We Know and What We Need to Know Hill Walker, University of Oregon Some Lessons Learned in Conducting Scientific Research on Behavior Disorders Within Applied School Contexts Al Duchnowski, University of South Florida Addressing Behavior Disorders in Schools: The Integration of Education and Mental Health Discussant: 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. Moderator: Thomas Bailey, Teachers College, Columbia University Presenters: Thomas Weko, NCES 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 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 The Promise of Developmental Summer Bridge Programs Michael J. Weiss, MDRC 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. Moderator: Matthew G. Springer, Vanderbilt University Presenters: Lori Taylor, Texas A&M University Teacher-Designed Incentive Pay in Texas Stephen Cornman, NCES 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. Moderator: Tracy Dell'Angela, Director of Outreach and Communications, IES Discussants: 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 Presiding: 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. Moderator: Jacquelyn Buckley, NCSER Presenters: Tom Kratochwill, University of Wisconsin–Madison Single-Case Research: Standards for Design and Analysis Enhancing the Scientific Credibility of Single-Case Intervention Research: Randomization to the Rescue Larry Hedges, Northwestern University A d-Estimator for Single-Case Designs Discussant: 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. Moderator: Allen Ruby, NCER Presenter: 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. Moderator: Carol O'Donnell, NCER Presenters: Barry Zimmerman, The City University of New York 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 Reading for Understanding: Instilling Reader Goals and Expectations Jennifer Nagaoka, University of Chicago Evaluating the Impact of the Advancement Via Individual Determination Program on Ninth-Grade Students' Learning and Study Skills Discussant: 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. Moderator: Caroline Ebanks, NCER Presenters: Judy Brown, Miami Museum of Science E-I-E-I-O: Young Scientists Are Singing a New Song Mable B. Kinzie, University of Virginia Design & Testing of Curricula for Pre-Kindergarten Mathematics & Science Daryl B. Greenfield, University of Miami Please Touch! A Computer Adaptive Approach for Assessing Early Science Discussant: 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. Moderator: Celia Rosenquist, NCSER Presenters: Desiree W. Murray, Duke University 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 Development and Comparison of Two Models of Preschool Attention Training Stephen R. Hooper, University of North Carolina School of Medicine The Importance of Cognitive Functions in a Response-to-Treatment Paradigm for Writing Discussant: 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. Moderator: Ronald Ferguson, Harvard Graduate School of Education and Kennedy School Presenters: Heather Zavadsky, The University of Texas Bringing 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 The Road to Broad Nancy Que, The Broad Foundation How the Broad Prize Works Discussant: 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. Moderator: Harold Himmelfarb, NCER Presenters: James Wyckoff, University of Virginia Recruiting Effective Math Teachers, How Do Math Immersion Teachers Compare? Evidence From New York City Timothy R. Sass, Florida State University The Policy Choices of Effective Principals Steven Glazerman, Mathematica Policy Research Impacts of Comprehensive Teacher Induction Richard Buddin, RAND Corporation 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. Moderator: Irma Perez-Johnson, Mathematica Policy Research Presenters: Marie-Andree Somers, MDRC Using State Tests to Measure Student Achievement in Large-Scale Randomized Experiments Russell Cole, Mathematica Policy Research Power Considerations for Educational Studies with Restricted Samples that Use State Tests as Pretest and Outcome Measures John Deke, Mathematica Policy Research 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. Moderator: Charles M. Payne, University of Chicago
4:30 p.m. – 4:45 p.m.	Break
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.
Top
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. Moderators: Carol O'Donnell and Emily Doolittle, NCER Presenters: Jeanne Poduska, American Institute for Research Community Partnerships to Support Education Research from Development Through Implementation Doug Fuchs, Vanderbilt University Bringing Educational Innovation to Scale: Top-Down, Bottom-Up, or A Third Way? Christopher Wolfe, University at Buffalo, The State University of New York 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. Moderator: Audrey Pendleton, NCEE Presenters: John Deke, Mathematica Policy Research WWC Standards for Regression Discontinuity Study Designs Jill Constantine, Mathematica Policy Research J.R. Lockwood, RAND Corporation 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. Moderator: Rob Ochsendorf, NCSER Presenters: H. Lee Swanson, University of California at Riverside 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 Early Risk Factors for Mathematics Difficulties: Population-Based Estimates Brian Bottge, University of Kentucky 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. Moderator: Harold Himmelfarb, NCER Presenters: Gina M. Biancarosa, University of Oregon The Impact of Literacy Coaching on Teachers' Value-Added to Student Learning in Literacy Collaborative Joanne F. Carlisle, University of Michigan Literacy Coaching as a Component of Professional Development in Early Literacy Brian Junker, Carnegie Mellon University 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. Moderator: Jacquelyn Buckley, NCSER Presenters: Lee Kern, Lehigh University Center for Adolescent Research in the Schools (CARS) Research with Secondary Age Students with Emotional and Behavioral Problems Steven W. Evans, Ohio University Measuring Implementation and Outcomes for School Mental Health Interventions Carl Paternite, Miami University Special Education Teachers' Perspectives on Interventions for Adolescents With Emotional and Behavioral Disorders Discussant: Hill Walker, University of Oregon 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. Moderator: David Sweet, NCER Presenters: Robert Slavin, Johns Hopkins University Effects of a Data-Driven District-Level Reform Model Geoffrey Borman, University of Wisconsin at Madison The District-Level Achievement Impacts of Benchmark Assessments: Year 1 Outcomes of CDDRE Discussant: 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. Moderator: Marsha Silverberg, NCEE Presenters: Philip Gleason, Mathematica Policy Research The Evaluation of Charter School Impacts Patrick Wolf, University of Arkansas Evaluation of the DC Opportunity Scholarship Program: Final Report Marisa Cannata, Vanderbilt University The What Makes Schools Work Project Discussants: Brian Gill, Mathematica Policy Research 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. Moderator: Dean Nafziger, REL Southwest Discussants: 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.	Break
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. Moderator: Emily Anthony, NCES Presenters: Nancy Smith, NCES Connecting Policymakers, Researchers, and Statewide Longitudinal Data: How to Make the Most of These Robust Data Systems Laura LoGerfo, NCES 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) Discussant: 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. Moderator: Allen Ruby, NCER Presenters: Larry Hedges, Northwestern University 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. Moderator: Karen Douglas, NCER Presenters: Lynne Anderson-Inman, University of Oregon Reading Digital Text: Supporting ELLs in Content Area Classes J. Ron Nelson, University of Nebraska at Lincoln 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 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. Moderator: Jonathan Levy, NCER Presenters: Catherine Milne, New York University 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 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. Moderator: Kristen Lauer, NCSER Presenters: Gregory Fabiano, University at Buffalo, The State University of New York 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 Development 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 Discussant: Linda A. Reddy, Rutgers University 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. Moderator: Andrew White, NCES Presenters: Enis Dogan, NAEP-National Education Statistics Services Institute A Statistical Linkage Between NAEP and ECLS-K Grade Eight Reading Assessments Andrew Kolstad, NCES Design of the 2011 NAEP-TIMSS Linking Study Download Supplemental Handout Discussant: 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. Moderator: Katina Stapleton, NCER Presenters: Ellen Goldring, Vanderbilt University The Conceptualization and Validation of the Vanderbilt Assessment of Leadership in Education (VAL-ED) Timothy R. Sass, Florida State University The Policy Choices of Effective Principals Susanna Loeb, Stanford University Effective Schools: Managing the Retention, Recruitment and Development of High-quality Teachers Discussant: 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. Moderator: Elizabeth Albro, NCER Presenters: Katherine Rawson, Kent State University Supporting Durable and Efficient Student Learning Nonie Lesaux, Harvard Graduate School of Education Language Diversity and Literacy Development: Increasing Opportunities-to-Learn in Urban Middle Schools
	Vivian C. Wong, Northwestern University Analyzing Regression-Discontinuity Designs with Multiple Assignment Variables: A Comparative Study of Four Estimation Methods
12:15pm	Conference Adjourns

Top