| GPRA Review Year |
Reviewed Paper |
Intervention Name |
Grant Number |
| 2020 |
Rosen, R., Byndloss, D. C., Parise, L., Alterman, E, & Dixon, M. (2020). Bridging the school-to-work divide: Interim implementation and impact findings from New York City's P-TECH 9–14 schools. New York: MDRC [WWC Review] |
P-TECH 9–14 model |
R305A170250 |
| 2019 |
Rohrer, D., Dedrick, R. F., Hartwig, M. K., & Cheung, C. N. (2020). A randomized controlled trial of interleaved mathematics practice. Journal of Educational Psychology, 112(1), 40–52. [WWC Review] |
Interleaved Practice |
R305A160263 |
| 2017 |
Connor, C.M., Dombek, J., Crowe, E. C., Spencer, M., Tighe, E. L., Coffinger, S., ... Petscher, Y. (2017). Acquiring science and social studies knowledge in kindergarten through fourth grade: conceptualization, design, implementation, and efficacy testing of content-area literacy instruction (CALI). Journal of Educational Psychology, 109(3), 301–320. [WWC Review] |
Content-Area Literacy Instruction (CALI) |
R305F100027; R305H040013; R305B070074 |
| 2016 |
Smith, M. A., Blunt, J. R., Whiffen, J. W., & Karpicke, J. D. (2016). Does providing prompts during retrieval practice improve learning? Applied Cognitive Psychology, 30(4), 544–553. [WWC Review] |
Retrieval-Based Learning Activities |
R305A110903 |
| 2016 |
Roschelle, J., Feng, M., Murphy, R. F., Mason, C. A. (2016). Online mathematics homework increases student achievement. AERA Open, 2(4), 1–12. [WWC Review] |
ASSISTments |
R305A120125 |
| 2016 |
Heppen, J. B., Sorensen, N., Allensworth, E., Walters, K., Rickles, J., Taylor, S. S. & Michelman, V. (2017). The struggle to pass algebra: Online vs. face-to-face credit recovery for at-risk urban students. Journal of Research on Educational Effectiveness, 10(2), 272–296. [WWC Review] |
Online Algebra 1 Credit Recovery Courses |
R305A110149 |
| 2014 |
Schenke, K., Rutherford, T., & Farkas, G. (2014, July). Alignment of game design features and state mathematics standards: Do results reflect intentions? Computers & Education, 76, 215–224. [WWC Review] |
ST Math |
R305A090527 |
| 2014 |
Chung, G. K. W. K., Choi, K., Baker, E. L., & Cai, L. (2014). The effects of math video games on learning: A randomized evaluation study with innovative impact estimation techniques (Report No. 841). Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing. [WWC Review] |
Fractions Video Games |
R305C080015 |
| 2014 |
Rohrer, D., Dedrick, R. F., & Burgess, K. (2014). The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems. Psychonomic Bulletin & Review, 21(5), 1323–1330. [WWC Review] |
Interleaved practice |
R305A110517 |
| 2014 |
Pane, J. F., Griffin, B. A., McCaffrey, D. F., & Karam, R. (2014). Addendum to effectiveness of Cognitive Tutor Algebra I at scale (Working Paper No. WR-1050-DEIES). Santa Monica, CA: RAND Corporation. [This is an updated analysis of the following report that was reviewed in 2013: Pane, J. F., Griffin, B. A., McCaffrey, D. F., & Karam R. (2013). Effectiveness of Cognitive Tutor Algebra I at scale. Working Paper. Santa Monica, CA: RAND Corporation.] [WWC Review 1 and Review 2] |
Cognitive Tutor Algebra 1 |
R305A070185 |
| 2013 |
Konstantopoulos, S., Miller, S.R., & van der Ploeg, A. (2013). The impact of Indiana's system of interim assessments on mathematics and reading achievement. Educational Evaluation and Policy Analysis, 35(4), 481–499. [WWC Review] |
Diagnostic Assessment Tools (DAT) |
R305E090005 |
| 2013 |
Edmunds, J.A., Bernstein, L., Unlu, F., Glennie, E., Willse, J., Smith, A., & Arshavsky, N. (2012). Expanding the start of the college pipeline: Ninth-grade findings from an experimental study of the impact of the Early College High School Model. Journal of Research on Educational Effectiveness, 5(2), 136–159. [WWC Review] |
Early College High School |
R305A110085; R305R060022 |
| 2013 |
Clements, D.H., Sarama, J., Spitler, M.E., Lange, A.A., & Wolfe, C.B. (2011). Mathematics learned by young children in an intervention based on learning trajectories: A large-scale cluster randomized trial. Journal for Research in Mathematics Education, 42(2), 127–166. [WWC Review] |
Building Blocks |
R305K050157 |
| 2012 |
Taylor, J., Getty, S., Kowalski, S., Wilson, C., Carlson, J. (2015). An Efficacy Trial of Research-Based Curriculum Materials with Curriculum-Based Professional Development. American Educational Research Journal, 52(5), 984–1017. [WWC Review of conference version of this paper] |
BSCS Science: An Inquiry Approach |
R305K060142 |
| 2012 |
Phelan, J., Choi, K, Vendlinski T., Baker, E. L., & Herman, J. L. (2009). The effects of POWERSOURCE intervention on student understanding of basic mathematical principles. CRESST Report 763. Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing. [WWC Review] |
POWERSOURCE |
R305A050004 |
| 2012 |
McNeil, N. M., Fyfe, E.R., Petersen, L.A., Dunwiddie, A. E., & Brletic-Shipley, H. (2011) Benefits of practicing 4 = 2 + 2: Nontraditional problem formats facilitate children's understanding of mathematical equivalence. Child Development, 82(5), 1620–1633. [WWC Review] |
Nontraditional Addition Problem Formats |
R305B070297 |
| 2012 |
Clarke, B., Doabler, C., Smolkowski, K., Baker, S.K., Fien, H., & Strand Cary, M. (2011). Examining the Efficacy of a Tier 2 Kindergarten Intervention Report (Technical Report 1104). Eugene, OR: University of Oregon. [WWC Review] |
ROOTS |
R305K040081; R305A080699 |
| 2011 |
Lorch, R.F., Jr., Lorch, E.P., Calderhead, W.J., Dunlap, E.E., Hodell, E.C., and Freer, B.D. (2010). Learning the Control of Variables Strategy in Higher and Lower Achieving Classrooms: Contributions of Explicit Instruction and Experimentation. Journal of Educational Psychology, 102(1): 90–101 [WWC Reviewed] |
Control of Variables Strategy |
R305H060150 |
| 2010 |
Bottge, B.A., Stephens, A. C., Rueda, E., Laroque, P.T., & Grant, T. S. (2010). Anchoring problem-solving and computation instruction in context-rich learning environments. Exceptional Children, 76 (4), 417–437 |
Enhanced Anchored Instruction |
R324A090179; R305H040032 |
| 2010 |
Clarke, B., Smolkowski, K., Baker, S., Fien, H., & Chard, D. (2011). The impact of a comprehensive Tier 1 kindergarten curriculum on the achievement of students at-risk in mathematics. Elementary School Journal, 111(4), 561–584 |
ELM |
R305A080114 |
| 2010 |
Sarama, J. , Clements, D. H., Spitler, M.E., Lange, A., & Wolfe, C.B. (2010). Mathematics learned by young children in an intervention based on learning trajectories: A large-scale cluster randomized trial. Manuscript reviewed. [Published as: Clements, D. H., Sarama, J., Spitler, M. E., Lange, A. A., & Wolfe, C. B. (in press). Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial. Journal for Research in Mathematics Education.] [WWC Reviewed] |
Building Blocks |
R305K050157 |
| 2010 |
Novick, L. R., Catley, K. M., & Funk, D. J. (2010). Characters are key: The effect of synapomorphies on cladogram comprehension. Evo Edu Outreach. Published online 22 June 2010. |
cladogram curricula |
R305A080621 |
| 2009 |
Taylor, K. & Rohrer, D. (2010). The effects of interleaved practice. Applied Cognitive Psychology, 24 (6): 837–848. [prepublication version reviewed] |
Interleaved practice |
R305B070537 |
| 2009 |
Roschelle, J. (2009). Cooperative learning of mathematics with wireless handheld technology: A randomized experiment. Manuscript reviewed. [Published as: Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, W.R., Nussbaum, M., Claro, S. (2010). Scaffolding Group Explanation and Feedback with Handheld Technology: Impact on Students' Mathematics Learning. Educational Technology Research and Development, 58: 399–419 |
TechPALS |
R305K060011 |
| 2009 |
Massey, C. M., Kellman, P. J., Roth, Z., & Burke, T. (2010). Perceptual learning and adaptive learning technology: Developing new approaches to mathematics learning in the classroom. In N. L. Stein (Ed), Developmental and learning sciences go to school: Implications for education. New York: Routledge. |
Perceptual Learning Modules (PLMs) |
R305H060070 |
| 2008 |
Rittle-Johnson, B. and Star, J.R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Experimental Psychology, 99(3), 561–574 [WWC Review] |
Comparing Solution Methods |
R305H050179 |
| 2008 |
Opfer, J, E. and Siegler, R. S. (2007). Representational change and children's numerical estimation. Cognitive Psychology, 55, 169–195. |
Numerical Magnitude Representations |
R305H020060; R305H050035 |
| 2008 |
Kaminski, J.A., Sloutsky, V.M., and Heckler, A.F. (2008). The advantage of abstract examples in learning math. Science, 320, 454–455. [WWC Review] |
Abstract examples |
R305B070407 |
| 2008 |
Booth, J.L. and Siegler, R.S. (2008). Numerical magnitude representations influence arithmetic learning. Child Development, 79(4), 1016–1031. [WWC Review] |
Numerical Magnitude Representations |
R305H020060; R305H050035 |
| 2007 |
Starkey, P., Clements, D., Klein, A., & Sarama, J. Pre-Kindergarten Mathematics Curriculum evaluation. Evaluation described in Preschool Curriculum Evaluation Research Consortium (2008). Effects of Preschool Curriculum Programs on School Readiness (NCER 2008–2009). U.S. Department of Education, National Center for Education Research. Washington, DC: U.S. Government Printing Office. [WWC Review] |
Ready, Set, Leap! |
R305J020039; R305J020040; R305J020051; R305J030093; R305J030103 |
| 2007 |
McDaniel, M. A., Anderson, J. L., & Morrisette, N. Test-Enhanced Learning in the Classroom. Manuscript reviewed. Published as: McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19 (4/5), p 494–513. |
Test-Enhanced Learning (TEL) |
R305H030339 |
| 2007 |
Ramani, G. B. & Siegler, R. S. (2008). Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games. Child Development, 79(2), 375–394. [WWC Review] |
Number Board Games |
R305H020060; R305H050035 |
| 2007 |
Rohrer, D. & Taylor, K. (2006). The effects of overlearning and distributed practice on the retention of mathematics knowledge. Applied Cognitive Psychology, 20, 1209–1224. |
Distributed Practice |
R305H020061; R305H040108 |
