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THURSDAY MARCH 4TH, 2010
9:00 AM - 12:00 PM: Workshops
Using Modern Regression Discontinuity Analysis To Measure Effects of Educational Interventions
Howard Bloom, MDRC
Forum
 
Design and Analysis of Clustered Data
Spyros Konstantopoulos & Kimberly Maier, Michigan State University
Dumbarton
Using Instrumental Variables In Education Research
Sean Reardon, Stanford University
Culpeper
Designing Adequately Powered Cluster Randomized Trials
Jessaca Spybrook, Western Michigan University
Lindens
12:00 PM - 1:00 PM: Program Committee Lunch
1:00 PM - 3:00 PM: Session 1
1A. Reform Initiatives
Evaluating the Impact of Accountability
Forum
Chair: Mark Schneider, American Institutes for Research
The State of the State in Reading in Florida
Barbara Foorman & Yaacov Petscher, Florida State University
The Distributional Consequences of High School Exit Exams
Thurston Domina, Marianne Bitler & AnneMarie Conley, University of California - Irvine and Hilary Hoynes, University of California - Davis
The Impact of No Child Left Behind on Student Achievement
Thomas Dee, Swarthmore College and Brian Jacob, University of Michigan
Evaluating No Child Left Behind and the Role of Two of Its Possible Causal Mechanisms
Thomas D. Cook, Manyee Wong & Peter M. Steiner, Northwestern University
1B. Literacy Symposium
The Impact of Coaching on Teacher and Student Literacy Outcomes: Results from 3 IES Funded Studies
Culpeper
Chair: Harold S. Himmelfarb, Institute of Education Sciences
Professional Development That Supports the Teaching of Cognitive Reading Strategy Instruction
Misty Sailors, University of Texas - San Antonio and Larry R. Price, Texas State University - San Marcos
Coaching in Literacy Collaborative and Its Effects on Teachers and Students
Gina Biancarosa, University of Oregon, Anthony S. Bryk, Carnegie Foundation for the Advancement of Teaching, Allison Atteberry & Heather Hough, Stanford University
Investigating the Implementation and Effect of the Content-Focused Coaching Program on Instruction and Learning
Lindsay Clare Matsumura, University of Pittsburgh, Helen Garnier, UCLA, Brian Junker, Carnegie Mellon University, Lauren Resnick & Donna DiPrima Bickel, University of Pittsburgh
Discussant: Douglas R. Powell, Purdue University
1C. Math & Science Symposium
Evaluating Math Recovery: Causal Impact on Student Achievement, the Impact of Tutor Knowledge, and Measures of Fidelity of Implementation
Sulgrave
Chair: Thomas M. Smith, Vanderbilt University
Evaluating Math Recovery: Assessing the Causal Impact of Math Recovery on Student Achievement
Thomas Smith, Paul Cobb, Dale Farran, David Cordray, Charles Munter & Alfred Dunn, Vanderbilt University
Evaluating Math Recovery: Investigating Tutor Learning
Sarah Elizabeth Green & Thomas Smith, Vanderbilt University
Evaluating Math Recovery: Measuring Fidelity of Implementation
Charles Munter, Anne Garrison, Paul Cobb & David Cordray, Vanderbilt University
Discussant: Heather Hill, Harvard University
1D. Reform Initiatives Symposium
Invited Symposium: Improving High School Students' Success in Transitioning to College
Lindens
Chair: Hans Bos, American Institutes for Research
SOURCE: Impacts from a Program to Increase College Enrollment Among Los Angeles High School Students
Jacqueline Berman, Berkeley Policy Associates, Johannes Bos, American Institutes for Research and Lorena Ortiz, Berkeley Policy Associates
Helping Students Navigate the Path to College: What High Schools Can Do
Neal Finkelstein, WestEd
Overview of the Early College High School Initiative Evaluation
Andrea R. Berger & Susan Cole, American Institutes for Research
Discussant: Douglas Harris, University of Wisconsin - Madison
1E. Research Methodology
Issues in Randomized Controlled Trials
Roosevelt
Chair: Peter Schochet, Mathematica Policy Research
The Statistical Power of the Cluster Randomized Block Design With Matched Pairs - A Simulation Study
Nianbo Dong & Mark Lipsey, Vanderbilt University
Cost Considerations in Three-Level Block Randomized Designs: Treatment Assigned at Middle Level
Spyros Konstantopoulos, Michigan State University
Lessons Learned About Implementing a Random Assignment Evaluation in the Classroom
Fannie Tseng, Savitha Moorthy & Raquel Sanchez, Berkeley Policy Associates
On Cornfield's Penalties for Group Randomization: When Do Degrees of Freedom Matter and How to Get More When they Do
Chris Rhoads, Northwestern University
1F. Invited Symposium
Building a Knowledge Base to Inform Educational Practice in STEM: Examples from the REESE Portfolio
Dumbarton
Chair: Janice Earle, National Science Foundation
Preparing Students for Future Learning With Teachable Agents
Doris B. Chin & Ilsa M. Dohmen, Stanford University, Britte H. Cheng, SRI International, Marily A. Oppezzo, Catherine C. Chase & Daniel L. Schwartz, Stanford University
The Moment of Learning: Quantitative Analysis of Exemplar Gameplay Supports CyGaME's Approach to Embedded Assessment
Debbie Denise Reese, Wheeling Jesuit University and Barbara G. Tabachnick, California State University - Northridge
Two Perspectives on the Generalizability of Lessons from Scaling Up SimCalc
Jeremy Roschelle, SRI International, Deborah Tatar, Virginia Tech, Larry Hedges & Elizabeth Tipton, Northwestern University and Nicole Shechtman, SRI International
Discussant: Finbarr Sloane, University of Colorado - Boulder
Break
3:30 PM - 5:00 PM: Session 2
2A. Early Education
Early Childhood Teacher Professional Development and Meta-Analysis
Sulgrave
Chair: Martha Zaslow, Child Trends
A Course on Supporting Early Language and Literacy Development Through Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge and Practice
Bridget K. Hamre & Robert C. Pianta, University of Virginia, Margaret Burchinal, University of North Carolina - Chapel Hill and Jason T. Downer, University of Virginia
Using Meta-Analysis to Explain Variation in Head Start Research Results: The Role of Research Design
Hilary M. Shager, University of Wisconsin - Madison, Holly S. Schindler, Harvard University, Cassandra M.D. Hart, Northwestern University, Greg J. Duncan, University of California - Irvine, Katherine A. Magnuson, University of Wisconsin - Madison and Hirokazu Yoshikawa, Harvard University
Promoting Language and Literacy Development for Early Childhood Educators: A Mixed-Methods Study of Coursework and Coaching
Susan B. Neuman & Tanya Wright, University of Michigan
2B. Literacy
Organization, Management and Measurement of Classrooms for Effective Reading Instruction
Roosevelt
Chair: Beth Gamse, Abt Associates
Class Management and Homogeneous Grouping in Kindergarten Literacy Instruction
Guanglei Hong, University of Chicago, Janette Pelletier, Yihua Hong & Carl Corter, University of Toronto
Construct Validity of Classroom Observations: Items, Factors, Raters, and Achievement
Lee Branum-Martin, Coleen D. Carlson, Angie Durand & Christopher Barr, University of Houston
The Effects of Within Class Grouping on Reading Achievement: A Meta-Analytic Synthesis
Kelly Puzio & Glenn Colby, Vanderbilt University
2C. Math & Science
Interventions in Math Education
Culpeper
Chair: Steven Schneider, WestEd
A Multi-Institutional Study of the Impact of High School Mathematics Curricula on College Mathematics Achievement and Course-Taking
Michael Harwell, Thomas Post, Amanuel Medhanie, Danielle Dupuis & Brandon LeBeau, University of Minnesota
The Impact of The Stock Market Game™ on Financial Literacy and Mathematics Achievement: Results from a National Randomized Controlled Trial
Trisha Hinojosa, Shazia Miller, Andrew Swanlund, Kelly Hallberg, Megan Brown & Brenna O'Brien, Learning Point Associates
Understanding the Equals Sign As a Gateway to Algebraic Thinking
Percival G. Matthews, Bethany Rittle-Johnson, Roger S. Taylor & Katherine L. McEldoon, Vanderbilt University
2D. Reform Initiatives
Effectiveness of Early Education Interventions
Dumbarton
Chair: James Kim, Harvard University
Parent Involvement and Child Development: First-Year Results from a School-Randomized Trial in Latino Communities
Adam Gamoran, Ruth López Turley, Alyn Turner & Rachel Fish, University of Wisconsin - Madison
Less Is More? An Application of Propensity Score Stratification to First-Grade Retention
Mieke Goos, Jan Van Damme, Patrick Onghena & Katja Petry, K.U. Leuven
Measuring the Impact of Full-Day Kindergarten: Experimental and Quasi-Experimental Evidence
Chloe Hutchinson Gibbs, University of Chicago
2E. Research Methodology
Examining State Assessments
Forum
Chair: Jane Hannaway, The Urban Institute
Using State Tests Vs. Study-Administered Tests to Measure Student Achievement: An Empirical Assessment Based on Four Recent Randomized Evaluations of Educational Interventions
Pei Zhu, Marie-Andree Somers & Edmond Wong, MDRC
Assessing the Conditional Reliability of State Assessments
Henry May, University of Pennsylvania, Russell Cole, Josh Haimson & Irma Perez-Johnson, Mathematica Policy Research
Using State Or Study-Administered Achievement Tests in Impact Evaluations
Rob Olsen & Fatih Unlu, Abt Associates and Andrew Jaciw, Empirical Education
2F. Reform Initiatives
Effectiveness of Secondary and Post-Secondary Interventions
Lindens
Chair: Donnell Butler, Educational Testing Service
The Unintended Consequences of an Algebra-for-All Policy on High-Skill Students: the Effects on Instructional Organization and Students' Academic Outcomes
Takako Nomi, University of Chicago
Early Findings from the Implementation and Impact Study of Early College High School
Larry Bernstein, RTI, Ryoko Yamaguchi & Fatih Unlu, Abt Associates, Julie Edmunds, SERVE, Elizabeth Glennie, RTI, John Willse, University of North Carolina - Greensboro and Nina Arshavsky, SERVE
Paying Parents for Performance: The Performance-Based Scholarship Demonstration in Ohio
Paulette Cha & Reshma Patel, MDRC
5:30 PM - 6:00 PM: Welcome - Ballroom
Larry Hedges, SREE President
6:00 PM - 7:00 PM:
Opening Address - Ballroom
Systematic Naturalistic Inquiry: Toward a Science of Performance Improvement
Anthony Bryk, President, Carnegie Foundation for the Advancement of Teaching
7:00 PM - 8:00 PM: Reception - Colonnade
FRIDAY MARCH 5TH, 2010
7:30 AM - 8:30 AM: Breakfast
8:30 AM - 10:30 AM: Session 3
3A. Early Education Symposium
The Children of the CSRP Go to School: Their Social-Emotional and Academic Well-Being in Kindergarten
Dumbarton
Chair: C. Cybele Raver, New York University
Predicting Children's Transitions from Head Start to Low-Performing Schools in Chicago: The Roles of Exposure to Poverty-Related Risk and to Early Childhood Intervention
Fuhua Zhai & C. Cybele Raver, New York University
Academic Outcomes of the Chicago School Readiness Project in First Grade: Do Children's Approaches to Learning Mediate Treatment Effects on Academic Skills?
Christine Li-Grining & Kelly Haas, Loyola University Chicago
Long-Term Impacts of the Chicago School Readiness Project on Children's Behavior in Kindergarten: The Moderating Role of Child Baseline Characteristics and Kindergarten School Quality
Stephanie M. Jones, Harvard University, Fuhua Zhai & C. Cybele Raver, New York University
3B. Literacy Symposium
Developing Literacy in Middle Grades English-language Learners Across the Content Areas: The Results of Three Promising Interventions
Sulgrave
Chair: Diane August, Center for Applied Linguistics
Generating Knowledge of Academic Language Among Urban Middle School Students
Catherine E. Snow, Joshua F. Lawrence & Claire White, Harvard University
Enhancing Social Studies Vocabulary and Comprehension for 7th Grade English Language Learners: Findings from Two Experimental Studies
Sharon Vaughn, Leticia R. Martinez & Colleen K. Reutebuch, University of Texas - Austin, Coleen D. Carlson, University of Houston, Sylvia L. Thompson, University of Texas - Austin and David. J. Francis, University of Houston
The Impact of an Instructional Intervention on the Science and Language Learning of Middle Grade English Language Learners
Diane August, Center for Applied Linguistics, Lee Branum-Martin, Elsa Cardenas-Hagan & David Francis, University of Houston
Discussant: Barbara Foorman, Florida State University
3C. Math & Science Symposium
Evaluations of Interventions in Early Elementary Math
Lindens
Co-Chairs: Christina Chhin & Robert Ochsendorf, Institute of Education Sciences
Testing the Efficacy of a Kindergarten Mathematics Curriculum Implemented in Whole Classroom Settings
Scott K. Baker & Ben Clarke, Pacific Institutes for Research, Keith Smolkowski, Oregon Research Institute, Hank Fien, University of Oregon and David Chard, Southern Methodist University
Validating a Response to Intervention Multi-Tiered Model for Primary Grades Students With Mathematics Difficulties
Diane Bryant, Brian R. Bryant, Greg Roberts, Sharon Vaughn, Kathleen Hughes & Jennifer Porterfield, University of Texas - Austin
Fostering At-Risk Primary-Grade Children's Fluency With Basic Addition Combinations
Arthur J. Baroody, Michael Eiland, Veena Pauli, Neet Priya Bajwa & Sharon C. Baroody, University of Illinois - Urbana/Champaign
Discussant: Russell Gersten, Instructional Research Group
3D. Reform Initiatives Symposium
On the Move: Teacher Mobility and School Effectiveness
Culpeper
Chair: Barbara Schneider, Michigan State University
The Magnitude, Destinations and Determinants of Mathematics and Science Teacher Turnover
Richard Ingersoll & Henry May, University of Pennsylvania
Teacher Labor Markets, Segregation and Salary-Based Policies to Combat Inequity Across Schools
Charles Clofelter, Helen Ladd & Jacob Vigdor, Duke University
Estimating Cause: Teacher Turnover and School Effectiveness in Michigan
Venessa Keesler, Michigan State University
Induction Programs Effect on Beginning Teachers' Feelings of Preparedness and Plans to Remain in Teaching
Jennifer Flanagan & William Fowler, George Mason University
Discussants: Cassandra Guarino & Ron Zimmer, Michigan State University
3E. Research Methodology
Technical Issues in Research Methods
Forum
Chair: Russell Cole, Mathematica Policy Research
Compliance-Effect Correlation Bias in Instrumental Variables Estimators
Sean F. Reardon, Stanford University
Estimating Impacts on Program-Related Subgroups Using Propensity Score Matching: Evidence from the Early College High School Study
Fatih Unlu & Ryoko Yamaguchi, Abt Associates, Larry Bernstein, RTI and Julie Edmunds, SERVE
The Impact of Measurement Error: A Study of Four Correction Approaches
Kimberly S. Maier, Qiu Wang, Chueh-an Hsieh, Changhui Zhang, Chun-lung Lee, David Reyes-Gastelum & Jonghwan Lee, Michigan State University
The Trade-Off of Bias Versus Power in Regression Discontinuity Design
Nirav Mehta & Rebecca Maynard, University of Pennsylvania and Nianbo Dong, Vanderbilt University
3F. Math & Science
Invited Symposium: Interaction of Research, Practice, and Policy in Mathematics Education
Roosevelt
Chair: Douglas Clements, SUNY - Buffalo
Curriculum Research Framework - Beyond the Research-to-Practice Model
Douglas H. Clements & Julie Sarama, SUNY - Buffalo
Evaluation of an Intervention Based on the Curriculum Research Framework: Scale Up
Julie Sarama, Douglas H. Clements, Mary Elaine Spitler, Alissa Lange & Christopher Wolfe, SUNY - Buffalo
Early Evidence from a Randomized Trial of Two Algebra Sequences for Underprepared Freshmen
Ruth Curran Neild, Robert Balfanz & Vaughan Byrnes, Johns Hopkins University
Evaluating Math Recovery: Implications for Policy and Practice
Thomas Smith, Paul Cobb, Dale Farran, David Cordray, Charles Munter, Sarah Green, Annie Garrison & Alfred Dunn, Vanderbilt University
Discussant: Larry Hedges, Northwestern University
3G. Invited Symposium (Late-Breaking)
Longworth
Co-chairs:
Stuart Elliott & Judith Koenig, National Research Council
Getting Value Out of Value-Added
Henry Braun, Boston College and Judith Singer, Harvard University
11:00 AM - 12:00 PM: Plenary - Ballroom
Research and Policy in the Obama Administration’s Education Agenda: Bridging the Divide
Cecilia Rouse, Executive Office of the President, Council of Economic Advisers
Introduction: Geoffrey Borman, 2010 Conference Program Committee Chair
12:00 PM - 1:00 PM: Lunch - Ballroom
1:00 PM - 3:00 PM: Session 4
4A. Early Education
Early Childhood Curriculum Interventions
Sulgrave
Chair: Pamela Morris, New York University
Cognitive Underpinnings of Preschool Literacy and Numeracy
Julie K. Jidd, Robert Pasnak, Timothy W. Curby, Caroline Boyer Ferhat, K. Marinka Gadzichowski, Debbie A. Gallington & Jessica Machado, George Mason University
The Role of Cognitive Strategy and Direct Instruction in Enhancing Kindergarten Students' Learning of Number Sense
Sheetal Sood, University of Hartford
A Media-Rich Curriculum for Improving Early Literacy Outcomes of Low-Income Children: Evaluation Results for the Ready to Learn Initiative
William R. Penuel, SRI International, Lauren Bates & Eve Townsend, Education Development Center, Lawrence P. Gallagher, SRI International, Shelley Pasnik, Education Development Center and Carlin Llorente, SRI International
The Effects of Vocabulary Intervention on Young Children's Word Learning: A Meta-Analysis
Loren Marulis & Susan B. Neuman, University of Michigan
4B. Literacy
Early Reading Interventions and Development
Dumbarton
Chair: Barbara Foorman, Florida State University
The Targeted Reading Intervention: A Classroom Teacher Professional Development Program to Promote Effective Teaching for Struggling Readers in Kindergarten and First Grade
Lynne Vernon-Feagans, Kirsten Kainz, Amy Hedrick & Marnie Ginsberg, University of North Carolina - Chapel Hill and Steve Amendum, North Carolina State University
Relations Among Reading Fluency (List, Oral, & Silent), Listening Comprehension, and Reading Comprehension for First-Grade Readers
Young-Suk Kim, Richard K. Wagner & Elizabeth Foster, Florida State University
Evaluating Intervention Effects of Scholastic READ 180 on Low-Achieving Incarcerated Youth
Jing Zhu, William E. Loadman, Richard G. Lomax & Raeal Moore, Ohio State University
4C. Math & Science
Methods for Enhancing Science Instruction and Learning
Lindens
Chair: Okhee Lee-Salwen, University of Miami
Improving Gender, Racial, and Social Equity in Elementary Science Instruction and Student Achievement: The Impact of a Professional Development Program
Rheta Lanehart, Kathryn Borman, Theodore Boydston, Bridget Cotner & Reginald Lee, University of South Florida
Learning Science for Teaching: Effects of Professional Development on Elementary Teachers, Classrooms, and Students
Joan I. Heller, Heller Research Associates, Mayumi Shinohara, WestEd, Luke Miratrix & Sophia Rabe-Hesketh, University of California - Berkeley and Kirsten R. Daehler, WestEd
Experimental Comparison of Inquiry and Direct Instruction in Science
William Cobern, David Schuster & Betty Adams, Western Michigan University
4D. Reform Initiatives
Effective Resource Utilization for School Improvement
Roosevelt
Chair: Matthew Dawson, Learning Point Associates
Competitive Effects of Means-Tested School Vouchers
David Figlio & Cassandra Hart, Northwestern University
The Consistency of Class Size Effects: A Meta-Analytic Approach
Spyros Konstantopoulos, Michigan State University
Treatment Effect Heterogeneity in a Science Professional Development Initiative: The Case for School Capacity
Paul Hanselman, Jeffrey Grigg & Sarah Bruch, University of Wisconsin - Madison
Effects of Teacher Professional Development on Gains in Student Achievement: How Meta Analysis Provides Scientific Evidence Useful to Education Leaders
Rolf K. Blank & Nina de las Alas, Council of Chief State School Officers
4E. Research Methodology Symposium
Progressing Toward a Shared Set of Methods and Standards for Developing and Using Measures of Implementation Fidelity
Forum
Chair: Chris S. Hulleman, James Madison University
Measuring Fidelity in Preschool Interventions: A Microanalysis of Fidelity Instruments Used in Curriculum Interventions
Catherine L. Darrow, Vanderbilt University
A Procedure for Assessing Fidelity of Implementation in Experiments Testing Educational Interventions
Michael C. Nelson & David S. Cordray, Vanderbilt University, Chris S. Hulleman, James Madison University, Catherine L. Darrow & Evan C. Sommer, Vanderbilt University
Evaluating Math Recovery: A Case of Measuring Implementation Fidelity of an Unscripted, Cognitively-Based Intervention
Charles Munter & Anne Garrison, Vanderbilt University
Achieved Relative Intervention Strength: Models and Methods
Chris S. Hulleman, James Madison University and David S. Cordray, Vanderbilt University
Discussant: Carol O'Donnell, Institute of Education Sciences
4F. Invited Panel Symposium
What Works Clearinghouse Practice Guides: Bringing Research to Practice
Culpeper
Chair: Scott Cody, Mathematica Policy Research
Dropout Prevention Practice Guide
Mark Dynarski, Mathematica Policy Research
Assisting Students Struggling With Reading Practice Guide
Russell Gersten, Instructional Research Group
Teaching Reading Comprehension Practice Guide
Timothy Shanahan, University of Illinois - Chicago
3:30 PM - 5:00 PM: Keynote Address - Ballroom
From Research into Practice...and Policy
A. Thomas McLellan, Deputy Director, White House Office of National Drug Control Policy
Introduction: Robert Boruch, SREE Board Member
5:00 PM - 7:00 PM: Reception - Colonnade
5:00 PM - 7:00 PM: Poster Session
Poster Session: Early Education
The Efficacy of Supplemental Early Literacy Instruction by Community-Based Tutors for Preschoolers Enrolled in Head Start
Jorge E Gonzalez, Texas A&M University, J. Ron Nelson, University of Nebraska-Lincoln and Elizabeth Sanders, Washington Research Institute
Development of a Language Impairment Screener for Spanish Speaking Children - SSLIC: Phase 1 - Task Development
M. Adelaida Restrepo, Joanna Gorin, Shelley Gray, Gareth P. Morgan & Nicole Barona, Arizona State University
Poster Session: Literacy
Remediation of Older Students With Reading Difficulties: Intensity of Intervention
Jade Wexler & Sharon Vaughn, University of Texas - Austin
Read Alouds Enhanced With Tier 2 Instruction: Closing the Vocabulary and Comprehension Gap in First Grade
Scott Baker, Hank Fien, Yonghan Park, Priti Haria & Lana Santoro, Pacific Institutes for Research, David Chard, Southern Methodist University and Susanna Williams, Pacific Institutes for Research
The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 1 - A Preliminary Analysis
Sarojani S Mohammed, Elizabeth Swanson, Greg Roberts & Sharon Vaughn, University of Texas - Austin, Janette K. Klingner & Alison Gould Boardman, University of Colorado - Boulder
The Association Between Self-Regulation and ADHD in First Grade Classrooms
Stephanie Glasney & Carol Connor, Florida State University
The Effects of Teaching a Text-Structure Based Reading Comprehension Strategy on Struggling Fifth Grade Students' Ability to Summarize and Analyze Written Arguments
Priti Haria, Pacific Institutes for Research, Charles MacArthur, University of Delaware and Lana Edwards Santoro, Pacific Institutes for Research
Poster Session: Math & Science
Instructional Interactions of Kindergarten Mathematics: Validating a Classroom Observation Instrument
Christian Doabler, Pacific Institutes for Research, Keith Smolkowski, Oregon Research Institute, Hank Fien, University of Oregon, Derek B. Kosty, Oregon Research Institute and Mari Strand Cary, Pacific Institutes for Research
The Predictive Validity of Critical Thinking Disposition on Middle-Grades Math Achievement
Mark LaVenia, Kristina N. Pineau & Laura B. Lang, Florida State University
Poster Session: Reform Initiatives
Improving Intervention Implementation and Fidelity in Evidence-Based Practice: Integrating Teacher Preference Into Intervention Selection
Joseph H. Wehby, Vanderbilt University, Daniel M. Maggin, University of Connecticut, LeAnne Johnson & Frank J. Symons, University of Minnesota
Improving Student Learning Through the Use of Classroom Quizzes: Three Years of Evidence from the Columbia Middle School Project
Pooja K. Agarwal, Henry L. Roediger III, Mark A. McDaniel & Kathleen B. McDermott, Washington University
Poster Session: Research Methodology
Curriculum-Based Measurement of Math Problem Solving: A Methodology and Rationale for Establishing Equivalence of Scores
Marjorie Montague & Randall Penfield, University of Miami, Craig Enders, Arizona State University and Jia Huang, University of Miami
The Relation of the Response Distribution to Self-Report Questionnaire Items and Cognitive Ability Among School-Aged Children
Laura M. Stapleton, Laura S. Reiner & Anu J. Aluvathingal, University of Maryland - Baltimore County
Estimating Long-Term Program Impacts When the Control Group Joins Treatment in the Short-Term: A Theoretical and Empirical Study of the Tradeoffs Between Extra- and Quasi-Experimental Estimates
Andrew Jaciw, Boya Ma & Qingfeng Zhao, Empirical Education
7:00 PM - 9:00 PM: Graduate Student Organization Reception - Roosevelt
7:00 PM - 10:00 PM: Board Dinner
SATURDAY MARCH 6TH, 2010
7:30 AM - 8:30 AM: Breakfast - Ballroom
8:30 AM - 9:30 AM: Panel - Ballroom
The Federal Role in Education: Perspectives from Policy Makers
John Easton, Director, Institute of Education Sciences
Joan Ferrini-Mundy, Acting Assistant Director for Education and Human Resources, National Science Foundation
Peggy McCardle, Chief, Child Development and Behavior Branch, Eunice Kennedy Shriver National Institute of Child Health and Human Development
Moderator: Rebecca Maynard, SREE Vice President
10:00 AM - 12:00 PM: Session 5
5A. Early Education Symposium
Invited Symposium: Using National Data Sets to Study the Effects of Early Childhood Programs
Ballroom I
Chair: Deborah Vandell, University of California - Irvine
Effects of Early Head Start Prior to Kindergarten Entry: The Importance of Early Experience
John Love, Mathematica Policy Research
Testing for Thresholds in Associations Between Child Care Quality and Child Outcomes
Margaret Burchinal, University of California - Irvine
Head Start and Urban Children's School Readiness: A Birth Cohort Study in 18 Cities
Fuhua Zhai, New York University, Jeanne Brooks-Gunn & Jane Waldfogel, Columbia University
Discussant: George Farkas, University of California-Irvine
5B. Literacy Symposium
Using Randomized Clinical Trials to Determine the Impact of Reading Intervention on Struggling Readers: Reports on Three Years of Research from Five Nationally Funded Striving Readers Grants
Sulgrave
Chair: William E Loadman, Ohio State University
Springfield Chicopee Striver Readers Report
Kim Sprague, Brown University
Newark Striving Readers Report
Jennifer Hamilton, Westat, Inc
Memphis Striving Readers Report
Deb Coffey, Research for Better Schools
Ohio Striving Readers Report
William Loadman, Richard Lomax & Raeal Moore, Ohio State University
Portland Striving Readers Report
Bonnie Faddis & Margaret Beam, RMC Research Corporation
Discussants: Cris Price, Abt Associates and Catherine Snow, Harvard University
5C. Math & Science Symposium
Middle School Mathematics Professional Development Impact Study
Dumbarton
Chair: Michael Garet, American Institutes for Research
Middle School Mathematics PD Study: Study Design and Methodology
Fran Stancavage, Michael Garet & Andrew Wayne, American Institutes for Research
Middle School Mathematics PD Study: Description of the PD Intervention
Kirk Walters, Michael Garet & Steve Leinwand, American Institutes for Research
Middle School Mathematics PD Study: Study Results
Andrew Wayne, Michael Garet, James Taylor & Mengli Song, American Institutes for Research
Discussant: Joan Ferrini-Mundy, National Science Foundation
5D. Reform Initiatives Symposium
Causal Impacts of the 4Rs Program on Children, Classrooms, and Schools: Using Dynamic, Multilevel Analyses to Inform Theory, Practice, and Policy
Culpeper
Chair: J. Lawrence Aber, New York University
Three Year Cumulative Impacts of the 4Rs Program on Children's Social-Emotional, Behavioral, and Academic Outcomes.
Stephanie M. Jones, Harvard University, Joshua L. Brown, Fordham University and J. Lawrence Aber, New York University
The Longitudinal Impact of a Universal School-Based Social-Emotional and Literacy Intervention on Classroom Climate and Teacher Processes and Practices
Joshua L. Brown, Fordham University, Stephanie M. Jones, Harvard University and J. Lawrence Aber, New York University
Using Administrative Data to Evaluate Impacts in a School-Randomized Trial of the 4Rs Program
Juliette Berg, Catalina Torrente & J. Lawrence Aber, New York University, Stephanie M. Jones, Harvard University and Joshua L. Brown, Fordham University
Discussant: Rebecca Maynard, University of Pennsylvania
5E. Research Methodology
Innovative Technical Applications to Complex Educational Phenomena
Lindens
Chair: Michael Vaden-Kiernan, SEDL
A Bayesian Perspective on Methodologies for Drawing Causal Inferences in Experimental and Non-Experimental Settings
David Kaplan, University of Wisconsin - Madison
A Bayesian Semiparametric Multivariate Causal Model, With Automatic Covariate Selection and for Possibly-Nonignorable Missing Data
George Karabatsos, University of Illinois - Chicago and Stephen G. Walker, University of Kent, UK
Examination of Biased Outcome Reporting in Educational Research
Terri D. Pigott, Loyola University Chicago, Jeffrey C. Valentine, University of Louisville, Ryan T. Williams, Loyola University Chicago and Dericka D. Canada, University of Louisville
A Multivariate, Multilevel Rasch Model for Measuring Instructional Practice
Benjamin Kelcey, Wayne State University, Joanne Carlisle, Dan Berebitsky & Geoffrey Phelps, University of Michigan
5F. Invited Symposium
Roosevelt
Preparing Research Grant Proposals for the Institute of Education Sciences
Lynn Okagaki & Elizabeth Albro, Institute of Education Sciences
5G. Research Methodology
Factors Affecting Causal Inference and Measurement
Colonnade
Chair: Michael Puma, Chesapeake Research Associates
Inference on Peer Effects With Missing Peer Data: Evidence from Project STAR
Aaron Sojourner, University of Minnesota
Addressing the Don't Ask, Don't Tell Practice in Observational Studies: Using Interviews to Understand the Assignment Mechanism
Jordan Rickles, University of California - Los Angeles
Reform Reliability: Data from Three British Local Authorities
Sam Stringfield, University of Louisville, Eugene Schaffer, University of Maryland - Baltimore County and David Reynolds, University of Plymouth, UK
Researcher-Developed Tests and Standardized Tests: A Review of Findings in 10 Meta-Analyses
Barak Rosenshine, University of Illinois - Urbana/Champaign
Cross-Classified Models in the Context of Value-Added Modeling
J. Kyle Roberts, Southern Methodist University and Douglas Bates, University of Wisconsin - Madison
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