Conceptual Issues and Practical Examples of Implementing Bayesian Analyses of Impact Evaluations of Education Interventions

March 12 - 8:00 AM - 9:30 AM
Salon 7
Symposium

Section: Research Methods & Postsecondary Education

Organizer: Cristofer Price, Abt Associates

 Evaluating Democracy Prep: An Application of the BASIE Framework.

Mariel Finucane, Mathematica

Bayesian Interpretation of Impact Estimates: Conceptual Issues, Myth Busting, and Frequently Asked Questions

John Deke, Mathematica

Application of A Bayesian Analysis – An Example from Analysis of a Text-messaging-based Advising Intervention with Guidance on How to Replicate the Results

Cristofer Price, Abt Associates; Tamara Linkow, Abt Associates; Hannah Miller, Abt Associates; and Amanda Parsad, Abt Associates

 

Discussant: Thomas Wei, Institute of Education Sciences, U.S. Department of Education

 

Helping Students Rise to the Challenge: What We Are Learning from College Access and Success Programs

March 12 - 8:00 AM - 9:30 AM
Salon 1-3
Symposium

Section: Postsecondary Education & Research Methods

Organizer: Shazia Miller, NORC at the University of Chicago

Synthesizing a Decade of Experimental Research on CUNY's ASAP

Michael Weiss, MDRC; Colleen Sommo, MDRC; Dan Cullinan, MDRC; and Michelle Manno, MDRC

Impact of college advising on non‐academic outcomes in young adults: Follow‐up to the 2014‐ 2015 Bottom Line RCT

Ann Kearns Davoren, NORC at the University of Chicago; Ben Castleman, University of Virginia; Andrew Barr, Texas A&M University; Karen Grigorian, NORC at the University of Chicago; Christopher Wong, NORC at the University of Chicago; and Shana Brown, NORC at the University of Chicago

Increasing Degree Attainment of Low‐Income Community College Students: Preliminary Evidence from a Randomized Controlled Trial

Marianne Bertrand, University of Chicago; Kelly Hallberg, University of Chicago; Kenneth Hofmeister, University of Chicago; and Brittany Morgan, University of Chicago

 Discussant: Jon Baron, Arnold Ventures

 

Mobile messaging supports for parents of young children

March 12 - 8:00 AM - 9:30 AM
Studio D
Symposium

Section: Early Childhood Education & Use of Research Evidence across Settings

Organizer: Todd Grindal, SRI Education

Using Mobile Messaging to Improve Parents Support of Preschool Children’s Science Learning

Todd Grindal, SRI Education; Megan Silander, Education Development Center; Tiffany Maxon, Education Development Center; Sarah Gerard, SRI Education; Naomi Hupert, Education Development Center; and Phil Vahey, SRI Education

Using Behavioral Insights to Increase Attendance at Subsidized Preschool Programs: The Show Up to Grow Up Intervention

 Sebastián Gallegos V., Inter-American Development Bank; Ariel Kalil, University of Chicago; and Susan Meyer, University of Chicago

Text-based mentoring for postpartum mothers: Early results from a mixed-methods randomized trial

Eleanor Martin, University of Michigan; Christina Weiland, University of Michigan; and Lindsay Page, University of Pittsburgh

Math is for Girls: The Unequal Effects of Text-Messaging to Help Parents Support Early Math Development

Christopher Doss, Rand Corporation; Hans Fricke, Amazon; and Susanna Loeb, Annenberg Institute at Brown University

 Discussant: Lisa Gennetian , Duke University Sanford School of Public Policy

 

 Instructional Practices and Policies that Support English Learners

March 12 - 8:00 AM - 9:30 AM
Salon 5
Paper Session

Section: Academic Learning in Education Settings

 English Learner reclassification: Impacts on student outcomes and potential mechanisms

Mark Chin, Harvard University

 Recognizing the Growth Made by Students with Limited English Proficiency: A Latent Growth Curve Approach

 Shuai Zhang, Appalachian State University; Kausalai Wijekumar, Texas A&M University; and Sarah Fitzhugh, Lewisville Independent School District

 Effects of English Learner Reclassification Policies on Academic Trajectories

Julian Betts, UC San Diego; Laura Hill, Public Policy Institute of California; Karen Bachofer, UC San Diego; Joseph Hayes, Public Policy Institute of California; Andrew Lee, Public Policy Institute of California; and Andrew Zau, UC San Diego

Final Outcomes of a Multisite Randomized Controlled Trial of Descubriendo la Lectura (DLL)

Trisha Borman, American Institutes for Research; Geoffrey Borman, University of Wisconsin--Madison; So Jung Park, American Institutes for Research; and Bo Zhu, American Institutes for Research; Scott Houghton, American Institutes for Research; and Alejandra Martin, American Institutes for Research

 

Alternate Models for School Governance & Community Partnerships

March 12 - 8:00 AM - 9:30 AM
Salon 6
Paper Session

Section: Organization of Schools and Systems

 Portfolio School Reforms and Student Achievement in Washington, D.C.

 Dallas Dotter, Mathematica and Duncan Chaplin, Mathematica

 Putting Findings to Work: The Experience Corps Sustained Small Group Tutoring National Evaluation

 Kerry Hofer, Abt Associates; Catherine Darrow, Education Development Center; Michele de Mars, Abt Associates; David Baena Rodriguez, Abt Associates; and Kathleen Brennan, AARP Foundation

 The Economics of University-School-Community Partnerships: A Case Study Benefit-Cost Analysis of REACH

 Robert Shand, American University; Anna Kushner, Teachers College, Columbia University; Atsuko Muroga, Teachers College, Columbia University; Viviana Rodriguez, Teachers College, Columbia University; and Henry M. Levin, Teachers College, Columbia University

 The Impact of Deregulation in Texas Public Schools

 Kylie Anglin, University of Virginia

 

Methodological Advances in Replication and Generalization

March 12 - 8:00 AM - 9:30 AM
Studio E
Paper Session

Section: Research Methods & Use of Research Evidence across Settings

Randomized Controlled Trials and Regression Discontinuity Design Extrapolations: An Empirical Comparison

Felipe Barrera-Osorio, Harvard University; Deon Filmer, World Bank; Joe McIntyre, Harvard University; Luke Miratrix, Harvard University; and Nozomi Nakajima, Harvard University

Can Quasi-Experimental Evaluations that Rely on State Longitudinal Data Systems Replicate Experimental Results: Findings from a Within-Study Comparison

 Fatih Unlu, RAND Corporation; Douglas Lee Lauen, University of North Carolina Chapel Hill; Sarah Crittenden Fuller, University of North Carolina Chapel Hill; and Tiffany Tsai, RAND Corporation

 Evaluating Methods for Handling Multilevel Selection for the Purpose of Generalizing Cluster Randomized Trials

 Christopher Rhoads, University of Connecticut

 Towards a Framework for Empirically Testing Conditions for External Validity Bias in Causal Effect Estimation

 Andrew P. Jaciw, Empirical Education Inc.; Fatih Unlu, RAND;  andThanh Nguyen, Empirical Education Inc.

 

Fostering students' motivation and self-regulation

March 12 - 8:00 AM - 9:30 AM
Studio F
Paper Session

Section: Social and Emotional Learning in Educational Settings

 

AI Agent-based Scaffolding for Online Learners’ Self-regulation

 Donggil Song, Sam Houston State University; and Eun Young Oh, Sam Houston State University

 A Large-Scale CRCT of a Mindfulness-Based Social and Emotional Learning Program in K-2

 Rebecca Hinze-Pifer, University of Illinois Urbana-Champaign; and Stephen Baker, University of Chicago

The Effectiveness of a Utility-Value Intervention in Math Classrooms: A Cluster-Randomized Trial

Hanna Gaspard, University of Tübingen; Cora Parrisius, University of Tübingen; Heide Piesch, University of Tübingen; Eike Wille, University of Tübingen; Benjamin Nagengast, University of Tübingen; Ulrich Trautwein, University of Tübingen; and Chris S. Hulleman, University of Virginia

The Impact of Approaches to Learning on Early Academic Performance

 Bixi Zhang, Michigan State University; and Spyros Konstantopoulos, Michigan State University

 

The Longer Term Effects of Early Childhood Education

March 12 - 9:45 AM - 11:15 AM
Salon 6
Symposium

Section: Early Childhood Education

Organizer: William Gormley, Georgetown University

 The Long-Run Achievement Impacts of Early Head Start: Evidence from Program Roll-out

 Jennifer Duer, University of California, Irvine and Jade Jenkins, University of California, Irvine

 Does early childhood education help to improve high school outcomes? Results from Tulsa

 Sara Anderson, Child Trends; William Gormley, Georgetown University; Amy Claessens, University of Wisconsin-Madison; Katherine Magnuson, University of Wisconsin-Madison; and Katelyn Romm, West Virginia University

 Quantifying and Predicting Variation in the Medium-Term Effects of Oversubscribed Prekindergarten Programs

 Rebecca Unterman, MDRC and Christina Weiland, University of Michigan

Discussant: Diane Schanzenbach, Northwestern University

 

Causal Inference in Clustered Observational Studies using Optimal Multilevel Matching

March 12 - 9:45 AM - 11:15 AM
Studio C
Symposium

Section: Research Methods & Use of Research Evidence across Settings

Organizer: Daniel Long, Department of Educational Psychology, Neag School of Education, University of Connecticut

 An Overview of Clustered Observational Studies and Multilevel Matching

 Luke Keele, University of Pennsylvania

 Examining the Effects of Gifted Classes on Mathematics and Reading/Language Arts Achievement

 Daniel Long, University of Connecticut; Betsy McCoach, Department of Educational Psychology, Neag School of Education, University of Connecticut; and  Chrstopher Rhoads, Department of Educational Psychology, Neag School of Education, University of Connecticut

 The Impact of a District Turnaround Model: Applying Multilevel Matching to a Clustered Observational Study

 Matthew Lenard, Harvard Graduate School of Education

 Discussant: Dr. Elizabeth Tipton, Institute for Policy Research, Northwestern University

 

 Achieving Equitable Outcomes in Reading Skills

March 12 - 9:45 AM - 11:15 AM
Studio B
Paper Session

Section: Academic Learning in Education Settings & Education in Global Contexts

Effects of the Literacy First Tutoring Program on Grade 2 Students’ Reading Skills

Ginger Stoker, American Institutes for Research and Sarah Caverly, American Institutes for Research

 Teaching Practice and the Gender Gap in Reading Achievement

 Esteban Aucejo, ASU; Jane Cooley Fruehwirth, UNC; Sean Kelly, University of Pittsburgh; and Robert Bringe, UNC

 Impact from a one-day intensive school support visits during a primary grade reading intervention in Ghana

 Marcia Davidson, FHI360 and Nina Menezes-Cunha, FHI360

 

Exploring Alternative Approaches to High School / Postsecondary Transitions

March 12 - 9:45 AM - 11:15 AM
Studio F
Paper Session

Section: Organization of Schools and Systems & Postsecondary Education

Orders by Email: Experimental Evidence of Targeted Communications on Short-term Enrollment Effects for Active Post 9/11 GI Bill Beneficiaries

Dennis Kramer, US Office of Evaluation Sciences and University of Florida; Rekha Balu, US Office of Evaluation Sciences and MDRC; and Daniel Klasik, University of North Carolina

The Impact of Early Colleges on Students’ Postsecondary Degree Completion

 Julie A. Edmunds, University of North Carolina at Greensboro; Fatih Unlu, RAND Corporation; and Elizabeth Glennie, RTI International

 The Consequences of High School Exit Examinations for Students’ Life Outcomes

 John Papay, Brown University; Ann Mantil, Brown University; and Richard Murnane, Harvard University

 

Advances in Regression Discontinuity Designs

March 12 - 9:45 AM - 11:15 AM
Studio E
Paper Session

Section: Research Methods

Performance of Various Estimation Routines for Multilevel Regression Discontinuity Studies

Metin Bulus, Adiyaman University

Scaling up the provision of an information program: Evidence from a regression discontinuity analysis

Felipe Barrera-Osorio, Harvard Graduate School of Education and Kathryn E. Gonzalez, Harvard Graduate School of Education

A Bayesian Nonparametric Approach to Geographic Regression Discontinuity Designs: Estimating the Cost of a School District

Maxime Richard, Harvard University; Zach Branson, Carnegie Mellon; Luke Bornn, Simon Fraser University; and Luke Miratrix, Harvard University

Rounding errors in standardized tests: Revisiting regression discontinuity applications with ACT composite scores

Junpeng Yan, University of Missouri

 

Staffing Schools with Effective Teachers: Understanding Teacher Turnover and Teacher Pipelines

March 12 - 9:45 AM - 11:15 AM
Salon 5
Paper Session

Section: Teachers and School Leaders & Organization of Schools and Systems

Testing, Teacher Turnover, and the Distribution of Teachers Across Grades and Schools

 Dillon Fuchsman, University of Arkansas; Tim Sass, Georgia State University; and Gema Zamarro, University of Arkansas

 The effects of pay decentralisation on teachers' pay and teacher retention

Jake Anders, UCL Institute of Education; Alex Bryson, UCL Institute of Education; Hedvig Horvath, UCL Institute of Education; and Bilal Nasim, UCL Institute of Education

 Racial Diversity in the Teacher Pipeline: Evidence from Massachusetts

 Melanie Rucinski, Harvard Kennedy School and Joshua Goodman, Brandeis University

 The Association Between Teaching Students with Disabilities and Teacher Turnover

 Allison Gilmour, Temple University and Joseph Wehby, Vanderbilt University

 

Evidence Standards and Synthesis

March 12 - 9:45 AM - 11:15 AM
Salon 1-3
Paper Session

Section: Use of Research Evidence across Settings

 Replication versus Generalization: A Comparison of two Frames for Understanding Building Evidence for Program Effectiveness

 Mark White, University of Oslo

 Considerations for Evidence Standards in Education Research

 Lyzz Davis, American Institutes for Research, and Joe Taylor, American Institutes for Research

 Visualizing the Evidence on Social and Emotional Learning Interventions

 Amanda Inns, Johns Hopkins University; Sooyeon Byun, Johns Hopkins University; Elizabeth Kim, Johns Hopkins University; Cynthia Lake, Johns Hopkins University; and Robert Slavin, Johns Hopkins University

 

Practical Significance and Meaningful Effects: Learning and Communicating What Matters

March 12 - 12:30 PM - 1:45 PM
Studio B
Panel

Section: Use of Research Evidence across Settings & Organization of Schools and Systems

Moderator: Jim kohlmoos, EDGE Consulting LLC

Panelists

Vivian Tseng, William T Grant Foundation

Ilene Berman, Annie E Casey Foundation

Esther Quintero, Albert Shanker Institute

Ruth Curran Neild, Mathematica

Jim Kohlmoos, EDGE Consulting LLC

 

Exploring Heterogeneity in Children’s Classroom Experiences: Identifying the Features of Early Childhood Instruction that Matter Most for Students

March 12 - 2:00 PM - 3:30 PM
Studio B
Symposium

Section: Early Childhood Education & Academic Learning in Education Settings

Organizer: Meghan McCormick, MDRC

Linking instructional aspects of children’s early classroom learning experiences to student outcomes in PreK and Kindergarten

Michelle Maier, MDRC; Meghan McCormick, MDRC; Samantha Xia, MDRC; Christina Weiland, MDRC; JoAnn Hsueh, MDRC; Jason Sachs, Boston Public Schools; and Catherine Snow, Harvard Graduate School of Education

 Children’s Individual Experiences in Kindergarten and Preschool Fadeout

Kelly Purtell, Ohio State University; Hui Jiang, Ohio State University; Laura Justice, Ohio State University; Tzu-Jung Lin, Ohio State University; and Jessica Logan, Ohio State University

Prekindergarten classroom organization: Variation across children in the same classroom and relations to learning gains

Lillie Moffett, University of Michigan; Amanda Weissman, University of Michigan; and Christina Weiland, University of Michigan

Observed Classroom Practices in Relation to Differential Gains in Kindergarten and First Grade

Mary Bratsch-Hines, University of North Carolina; Margaret Burchinal, University of North Carolina; Rose Bryne, University of North Carolina

 Discussant: JoAnn Hsueh, MDRC

 

Reaching farther: combining data sources to extend and enrich research findings

March 12 - 2:00 PM - 3:30 PM
Studio D
Symposium

Section: Research Methods

Organizer: Sophie Litschwartz, Harvard Graduate School of Education

Characterizing Cross-Site Variation in Local Average Treatment Effects in Multisite RDD contexts with an Application to Massachusetts High School Exit Exams

Sophie Litschwartz, Harvard Graduate School of Education; Luke Miratrix, Harvard Graduate School of Education

Generalizing Randomized Trial Findings to a Target Population using Complex Survey Population Data

Ben Ackerman, The Johns Hopkins Bloomberg School of Public Health; Catherine Lesko, The Johns Hopkins Bloomberg School of Public Health; Elizabeth Stuart, The Johns Hopkins Bloomberg School of Public Health

Lurking inferential monsters? Quantifying selection bias in non-experimental evaluations of school programs

Ben Weidman, Harvard Graduate School of Education and Luke Miratrix, Harvard Graduate School of Education

 Discussant: Elizabeth Tipton, Northwestern

 

Building Vocabulary, Reading Comprehension, and Domain Knowledge

March 12 - 2:00 PM - 3:30 PM

Studio E
Paper Session

Section: Academic Learning in Education Settings

How do latent variables of decoding and language predict reading comprehension across two years in grades 5, 7, and 9?

 Barbara Foorman, Florida Center for Reading Research; Yi-Chieh Newton, Florida Center for Reading Research; Jamie Quinn, Florida Center for Reading Research; and Yaacov Petscher, Florida Center for Reading Research

Experimental Effects of a Model of Reading Engagement (MORE) on First and Second Grade Students’ Domain Knowledge

 James Kim, Harvard University; Jackie Relyea, North Carolina State University; Mary Burkhauser, Harvard University; Ethan Scherer, Harvard University

Examining the Impact and Generalizability of a Supplemental Vocabulary Curriculum on Upper Elementary Students’ Vocabulary Acquisition

Bryan Matlen, WestEd; Gary Weiser, WestEd; Kevin Huang, WestEd; and Linlin Li, WestEd

  

Facilitating Access to Schooling and Teacher Colleagues across Distance

March 12 - 2:00 PM - 3:30 PM
Studio F
Paper Session

Section: Organization of Schools and Systems & Teachers and School Leaders

Online Credit Recovery: Implementation and Initial Impact of a Prevalent Practice

 Jordan Rickles, American Institutes for Researchl; Rui Yang, American Institutes for Research; Peggy Clements, American Institutes for Research; Iliana Brodziak de los Reyes, American Institutes for Research; and Jessica Heppen, American Institutes for Research

Professionally Isolated Teachers in Tennessee’s Rural Schools: Professional Learning Experiences, Improvement Trajectories, and Labor Market Decisions

 Susan Kemper Patrick, Vanderbilt University and J. Edward Guthrie, Vanderbilt University 

Broadcasting Education: The Long-Term Effects of Mexico’s Telesecundarias

Raissa Fabregas, University of Texas at Austin

  

Causal Evidence on Impact of Programs Aiming to Boost Postsecondary Success

March 12 - 2:00 PM - 3:30 PM
Salon 7
Paper Session

Section: Postsecondary Education

 Gaining Ground: Findings from the Dana Center Mathematics Pathway Impact Study

 Susan Sepanik, MDRC; Victoria Deitch, MDRC; Julia Raufman, CCRC; Dominique Dukes, MDRC; and Adnan Moussa, CCRC

Basic Writers and the Challenges of Writing from Sources: Experimental Study of a Strategy Instruction Approach

Charles MacArthur, University of Delaware; Zoi Traga Philippakos, University of Tennessee; Henry May, University of Delaware; and Jill Compello, University of Delaware

Evaluation of a Multiple Measures Placement System Using Data Analytics: Final Impact Findings

 Elisabeth Barnett, CCRC, Teachers College, Columbia University; Peter Bergman, CCRC, Teachers College, Columbia University; Elizabeth Kopko, CCRC, Teachers College, Columbia University; Dan Cullinan, MDRC; and Clive Belfield, CCRC, Teachers College, Columbia University

The Effects of a Comprehensive College Transition Program on Psychosocial Outcomes: Evidence from a Randomized Control Trial

Elise Swanson, University of Southern California; Tatiana Melguizo, University of Southern California; Francisco Martorell, University of California-Davis; and Adrianna Kezar, University of Southern California

 

Cost Considerations in the Design and Implementation of Studies

March 12 - 2:00 PM - 3:30 PM
Salon 1-3
Paper Session

Section: Research Methods

 Estimating Social Return on Investment for a portfolio of programs with missing inputs: Challenges and Innovations

 Eric Rolfhus, Westat; Steve Bell, Westat; Don Barfield, Westat; Gay Lamey, Westat; and Matt Finster, Westat

 Beyond the Basics: Conducting a Cost Analysis of a Multi-site Program Implementation

 Jaunelle Pratt-Williams, SRI International and Tali Klima, SRI International

 Making cost-effectiveness estimates more useful for policy: An argument against standardization

 Alaka Holla, World Bank; Yilin Pan, World Bank; Caitlin Tulloch, International Rescue Committee; and Elena Walls, USAID

 Leveraging Differential Sampling Cost Structures to Improve the Design of Cluster-Randomized Trials

 Zuchao Shen, University of Florida and Ben Kelcey, University of Cincinnati

 

 Promoting SEL Skills and Positive School Climate

March 12 - 2:00 PM - 3:30 PM
Salon 5
Paper Session

Section: Social and Emotional Learning in Educational Settings

Student and school characteristics associated with academic performance and English language proficiency among English learner students in grades 3–8 in the Cleveland Metropolitan School District

 Rachel Garrett, American Institutes for Research; José Gonzalez, Cleveland Metropolitan School District; Elisabeth Davis, American Institutes for Research; and Ryan Eisner, American Institutes for Research

 A Meta-Analytic Review of Research on Social and Emotional Learning Programs

 Sooyeon Byun, Johns Hopkins University; Amanda J. Inns, Johns Hopkins University; Elizabeth Kim, Johns Hopkins University; Cynthia Lake, Johns Hopkins University; and Robert Slavin, Johns Hopkins University

 Can the Academic Impacts of a Brief Middle-School Self-Affirmation Intervention Propel Students Through High School?

 Geoffrey D. Borman, University of Wisconsin--Madison; Yeseul Choi, University of Wisconsin--Madison; and Garret Hall, University of Wisconsin--Madison

 Personalization for Academic and Social Emotional Learning (PASL): QED Results from a District-wide Social Emotional Learning Intervention

 Jeffrey A. Rosen, RTI International; Yihua Hong, RTI International; Susan Rotermund, RTI International; and Katherine Leu, University of Michigan

 

Analyzing the Understanding and Use of Research through Documents, Interviews, and Network Effects

March 12 - 2:00 PM - 3:30 PM
Studio A
Paper Session

Section: Use of Research Evidence across Settings

 Social Impact Bonds for Preschool? How School Leaders and Policymakers Understand Evidence-Based Preschool and Associated Outcomes

 Sarah Kabourek, NORC at the University of Chicago

 Educators’ research networks: Applying ego networks and latent profile analysis to characterize opportunity for research use

 Ji-Young Yun, University of Delaware; and Elizabeth N. Farley-Ripple, University of Delaware

 An investigation of teachers' perception and expectation of the impact of educational interventions.

 Hugues Lortie-Forgues, University of York

 Exploring Applications of Natural Language Processing to Policy Research

 Debbie Kim, NORC at the University of Chicago and Brandon Sepulvado, NORC at the University of Chicago

 

Academic Learning in Education Settings - In the Pipeline Poster Session

March 12 - 3:45 PM - 4:45 PM
Foyer Group A

Section: Academic Learning in Education Settings

High School Career and Technical Education: Relationships with Postsecondary Trajectories and Future Labor Outcomes

Monica Mean, University of Maryland, Baltimore County (UMBC)

 

How executive function impacts the growth of reading achievement: A stepwise approach

 Zachary T. Barnes, Austin Peay State University and John R. McConnell III, Austin Peay State University

 

Development of the EXPERT Training Program: How Do We Enhance Collaborative Teacher Expertise in Data-Based Decision Making for Reading Intervention?

Jessica R. Toste, The University of Texas at Austin; Nathan Clemens, The University of Texas at Austin; and Jennifer Stone, The Meadows Center for Preventing Educational Risk

 

Effects of the 4th/5th-Grade Coder-in-Residence Program: Gigabots!

 Mari Strand Cary, Center on Teaching & Learning, University of Oregon; Patrick Kennedy, Center on Teaching & Learning, University of Oregon; Heidi Larwick, Lane ESD; and Matt Hayes, Lane ESD

 

Individualized, iPad-based math instruction – Does an external, proximal measure reveal differences in students’ rates of learning?

 Mari Strand Cary, Center on Teaching & Learning, University of Oregon; Lina Shanley, Center on Teaching & Learning, University of Oregon; and Ryann Crowley, Oregon Research Institute

 

An Efficacy Study of MathSpring, a Personalized Learning System That Responds to Student Affect

 Mingyu Feng, WestEd; Beverly Woolf, University of Massachussetts, Amherst; Ivon Arroyo, Univesrity of Massachusetts Amherst; and Steve Schneider, WestEd

 

Cross-Sectional Examination of Writing Quality in Elementary School Students: An Exploration of an Empirical Based Model of Writing Factors Across Grades 1 to 5

 Lara-Jeane Costa, University of North Carolina at Chapel Hill and Stephen Hooper, University of North Carolina at Chapel Hill

 

Works in Progress: Project DIMES- Diagnostic Instrument for Morphology of Elementary Students

 A. Corinne Huggins-Manley, University of Florida; Amanda P. Goodwin, Vanderbilt University; Jonathan Templin, University of Iowa; Amber E. Benedict, Arizona State University; TaeYeon Kwon, University of Florida; and Mingying Zheng, University of Iowa

 

Opportunities to earn industry certifications in high school: Implementation of Florida’s Career and Professional Education Act

 Elizabeth Glennie, RTI International; Ben Dalton, RTI International; Siri Warkentien, RTI International; Erich Lauff, RTI International; Elizabeth Parish, RTI International; and Roger Studley, RTI International

 

Interactions among reading and language development and instructional contexts for English learners at risk for language and learning difficulties in Grades 4-12

 Jeremy Miciak, University of Houtson and Yusra Ahmed, University of Houston

 

Comparing Efficacy of Interventions for Elementary School Children At-Risk for ADHD

Elizabeth Lorch, University of Kentucky; Angela Hayden, University of Kentucky; Janice Almasi, University of Kentucky

 

The WeatherX Project: Understanding Weather Extremes with Big Data and Inspiring Rural Youth in Data Science

Kevin Waterman, Education Development Center; Josephine Louie, Education Development Center; Brian Fitzgerald, Mount Washington Observatory; Asli Sezen-Barrie, University of Maine; Deborah Morrison, University of Washington; William Finzer, The Concord Consortium; and Pamela Buffington, Education Development Center

 

Building Statistical Thinking with Social Justice Investigations and Social Science Data

Josephine Louie, Education Development Center; Beth Chance, California Polytechnic State University; Soma Roy, California Polytechnic State University; Emily Fagan, Education Development Center; and Jennifer Stiles, Education Development Center

 

Early Childhood Education - In the Pipeline Poster Session

March 12 - 3:45 PM - 4:45 PM
Foyer Group B

Section: Early Childhood Education

Scaling Up Pyramid Model Implementation in Preschool and Kindergarten Classrooms: Evaluation Considerations and Preliminary Results

Dominique Tunzi, SRI International; Elisa Garcia, SRI International; Melanie Chong, SRI International; and Erika Gaylor, SRI International

 

Family Support Staff and Parent Relationships in Early Childhood Education Settings

Tanya Tavassolie, University of Maryland, College Park; Sarah Rasher, OER Associates; Lizzette Arcos, Educare West DuPage; Marie Perrot, The Ounce of Prevention; Mallary Swartz, The Ounce of Prevention; Sandra Soliday Hong, Frank Porter Graham Institute; and Laura Kuhn, Frank Porter Graham Institute

 

Are different measures of literacy skills equally prone to summer learning loss? Evidence from North Carolina’s Read to Achieve program

Emily K. Penner, University of California, Irvine; Shelby M. McNeill, Vanderbilt University; Gary T. Henry, University of Delaware; Erica Harbatkin, Vanderbilt University; and Jade M. Jenkins, University of California, Irvine

 

Technology-based Implementation Supports: Approach Used in the TeacherRead Study

Danielle Shaw Attaway, American Institutes for Research; Michael Little, American Institutes for Research; Jill Pentimonti, American Institutes for Research; and Virginia Buysse, American Institutes for Research

Young Mathematicians (YM): Expanding an Innovative and Promising Model Across Learning Environments to Promote Preschoolers' Mathematics Knowledge

 

Moderation of the Cognitive Impacts of Head Start by Children’s Absenteeism

Jill Gandhi, New York University

 

Strengthening School Readiness through Universal Pre-K: A University-District Partnership

Jessica Siegel, New York University; Rachel Abenavoli, New York University; Elise Cappella, New York University; and Pamela Morris, New York University

 

Development and Validation of a Mobile, Web-based Coaching Tool to Improve Pre-K Classroom Practices to Enhance Learning

Caroline Christopher, Vanderbilt University; Katherine Newman, Vanderbilt University; Deanna Meador, Vanderbilt University; and Clare Speer, Vanderbilt University

  

Use of Research Evidence across Settings - In the Pipeline Poster Session

March 12 - 3:45 PM - 4:45 PM
Foyer Group H

Section: Use of Research Evidence across Settings

Using Research Evidence to Understand Why Some Charter Schools Outperform Others

 Rob Olsen, Westat and Sana Ahmed Wilder, Westat

 

Outcomes and Costs of a District Level One-to-One Digital Learning Policy

 Amanda Danks, North Carolina State University

 

A Meta-analysis of Pre-K to Grade 3 Educational Apps: Are there Meaningful Effects on Student Achievement Outcomes?

 James Kim, Harvard University; Josh Gilbert, Harvard University; Charles Gale, Harvard University; and Vicky Yu, Harvard University

 

Teachers and School Leaders - In the Pipeline Poster Session

March 12 - 3:45 PM - 4:45 PM
Foyer Group G

Section: Teachers and School Leaders

Scaling Up an Intervention with Social Validity in Mind: The Iterative Process of Manualizing a Program in the Pursuit of Meaningful Effects

 Mary Rose Sallese, Texas A&M University and Kimberly J. Vannest, The University of Vermont

 

Teacher Segregation and Effectiveness: Evidence from Pennsylvania

Haisheng Yang, University of Pennsylvania

 

Evaluation of the National Writing Project’s College, Career, & Community Writers’ Program (C3WP)

 Nicole Arshan, SRI Education; C.J. Park, SRI Education; Sara Rutherford-Quach, SRI Education; Allison Milby, SRI Education; Daniela Torre-Gibney, SRI Education; and Katrina Woodworth, SRI Education

 

A Mixed Methods Analysis of the Role of Administration and the Effects of Principal Accountability on Teacher Implementation Fidelity of an Evidence Based Writing Intervention

 Julie Owens, Texas A&M University; Debra McKeown, Texas A&M University; and Kay Wijekumar, Texas A&M University

 

Research Methods - In the Pipeline Poster Session

March 12 - 3:45 PM - 4:45 PM
Foyer Group E

Section: Research Methods

Design Parameters and Effect Sizes for Designing Two-Level and Three-Level Cluster Randomized Trials to Detect Moderator Effects

 Qi Zhang, Western Michigan University and Jessaca Spybrook, Western Michigan University

 

Effects of Intervention Duration on Outcomes of Experiments in Education

 Marta Pellegrini, University of Florence; Amanda Inns, Johns Hopkins University; Cynthia Lake, Johns Hopkins University; and Robert Slavin, Johns Hopkins University

 

Aiming for Representative Samples in Impact Studies: Evidence from Head

 Emily Diaz, Westat; Stephen Bell, Westat; and Rob Olsen, Westat

 

Selecting Districts and Schools for Impact Studies in Education: A Simulation Study of Different Methods

 Daniel Litwok, Abt Associates; Azim Shivji, Abt Associates; Rob Olsen, Westat

 

Using Lasso Regression to Predict Impacts Locally: Reanalysis of Data on Teach for America

 Elizabeth Petraglia, Westat; Rob Olsen, Westat; and Elizabeth Stuart, Johns Hopkins Bloomberg School of Public Health

 

Adjusting standard deviation estimates to account for homogeneity of samples

 Kaitlyn G. Fitzgerald, Northwestern University

 

How generalizable are study samples over time?

Wendy Chan, University of Pennsylvania; Jimin Oh, University of Pennsylvania; and Peihao Luo, University of Pennsylvania

 

Social and Emotional Learning in Education Settings - In the Pipeline Poster Session

March 12 - 3:45 PM - 4:45 PM
Foyer Group F

Section: Social and Emotional Learning in Educational Settings

Positive, Engaged, Achieving Kids (PEAK): An Ongoing National Effectiveness Trial of a Universal Social-Emotional Learning Program in the Primary Grades

Susan Hart, Pennsylvania State University; James DiPerna, Pennsylvania State University; Leah Hunter, Pennsylvania State University; Pui-Wa Lei, Pennsylvania State University; Xinyue Li, Pennsylvania State University; and Hui Zhao, Pennsylvania State University

 

Self-Identification of Emotion through Ed Tech Tools by First and Second Graders

Julie Neisler, PhD, Digital Promise; Wendy Xiao, Digital Promise; and Andrew Krumm, PhD, Digital Promise

 

Measurement in the Context of Intervention

Mark White, University of Oslo

 

Organization of Schools and Systems - In the Pipeline Poster Session

March 12 - 3:45 PM - 4:45 PM
Foyer Group C

Section: Organization of Schools and Systems

Building an Equitable STEM Pipeline: Benefits of Taking Algebra 1 in Eighth-Grade

Julia Bloom-Weltman, AEM Corporation; Marshal Fettro, AEM Corporation; Lauren Jetty, AEM Corporation; and Sheila Brookes, AEM Corporation

 

Testing The Promise Of Restorative Practices For Reducing Teacher Turnover In Hard-To-Staff Schools

 Ashley Grant, Johns Hopkins University

 

Postsecondary Edcuation - In the Pipeline Poster Session

March 12 - 3:45 PM - 4:45 PM
Foyer Group D

Section: Postsecondary Education

The Evaluation of Career and College Promise

Julie Edmunds, University of North Carolina at Greensboro and Fatih Unlu, RAND Corporation

 

Exploring Learners’ Behavioral Patterns in a Simulation-based Teaching Training in Virtual Reality

Zhaihuan Dai, Florida State University; Fengfeng Ke, Florida State University; Chih-Pu Dai, Florida State University; Mariya Pachman, NA; and Xin Yuan, Florida State University

 

Work in Progress: A Systematic Review and Meta-Analysis of College Aid Programs

Robin LaSota, Development Services Group, Inc.; Joshua R. Polanin, American Institutes for Research; and Laura Perna, University of Pennsylvania

 

Mobilizing Evidence to Reduce Educational Inequality: A Life-Course Perspective

March 12 - 5:00 PM - 6:15 PM
Salon 1-4

Hedges Lecture

Stephen Raudenbush, University of Chicago

 

Graduate Student Breakfast

March 13 - 7:00 AM - 8:00 AM
Studio C

Join other students for breakfast and a chance to network.

 

Bridging The Divide: How Traditional and New Media Can Make Research More Actionable

March 13 - 8:00 AM - 9:30 AM
Studio B
Panel

Section: Use of Research Evidence across Settings & Research Methods

Moderator: Jonathan Supovitz, University of Pennsylvania

Panelists

Sarah D. Sparks, Education Week

Roger Riddell, Education Dive: K-12

Keith Heumiller, CPRE Knowledge Hub

 

Access and Choice in Pre-k: Examining Patterns of Application and Enrollment in Large Urban Cities

March 13 - 8:00 AM - 9:30 AM
Studio D
Symposium

Section: Early Childhood Education & Organization of Schools and Systems

Organizer: Amanda Stein, Ounce of Prevention Fund

If You Offer It, Will They Come? Patterns of Application and Enrollment Behavior in a Universal Prekindergarten Context

Anna Shapiro, University of Michigan; Eleanor Martin, University of Michigan; Chris Weiland, University of Michigan; and Rebecca Unterman, MDRC

How a Study of Pre-k Access and Enrollment in One Large District Informs Questions of Equity

Maia Connors, Ounce of Prevention Fund; John Francis, NORC at the University of Chicago; Amanda Stein, Ounce of Prevention Fund; and John Easton, University of Chicago Consortium on School Research

Choosing children’s first school settings: The role of program and family characteristics

Rachel Abenavoli, New York University; Elizabeth Miller, New York University; Christopher Rodrigues, New York University; and Pamela Morris, New York University

Effects of Public Quality Ratings on Parents’ Early Childhood Program Preferences

Lindsay Weixler, Tulane University; Matthew Larsen, Lafayette College; and Catherine Balfe, Tulane University

 

Discussant: Chloe Gibbs, University of Notre Dame

 

Recent Improvements to the What Works Clearinghouse

March 13 - 8:00 AM - 9:30 AM
Salon 6
Symposium

Section: Research Methods

Organizer: Joshua R. Polanin, American Institutes for Research

Making What Works Clearinghouse Systematic Reviews in Early Childhood to Grade 12 Relevant and Useful

Elias Walsh, Mathematica; Dana Rotz, Mathematica; and Jill Constantine, Mathematica

 Finding Everything that Works: Accessing and Using What Works Clearinghouse Source Data

 Michael Frye, Abt Associates; Allan Porowski, Abt Associates; and Yuhe Gu, Abt Associates

 Version 4.1 of the WWC Standards and Procedures Handbooks

Jeffrey C. Valentine, University of Louisville; Ryan Williams, American Institutes for Research; Joe Taylor, American Institutes for Research; Sarah Caverly, American Institutes for Research; Daniel Hubbard, American Institutes for Research; Elizabeth Nolan, American Institutes for Research; and Joshua R. Polanin, American Institutes for Research

 

Discussant: Jonathan Jacobson, U.S. Department of Education

 

Learning and Assessment in PK-12 Science

March 13 - 8:00 AM - 9:30 AM
Studio E
Paper Session

Section: Academic Learning in Education Settings & Early Childhood Education

Making Sense of SCIENCE: The Challenges of Impacts and Assessments

Andrew P. Jaciw, Empirical Education Inc.; Thanh Nguyen, Empirical Education Inc.; Jenna Zacamy, Empirical Education Inc.; and Li Lin, Empirical Education Inc.

Learning Science and Engineering from Videos and Games; A Randomized Trial of PBS KIDS The Cat in the Hat Knows a Lot About That

Megan Silander, Education Development Center, Center for Children & Technology; Todd Grindal, SRI International; Sarah Gerard, SRI International; Tiffany Maxon, Education Development Center; Elisa Garcia, SRI International; Naomi Hupert, Education Development Center; and Phil Vahey, SRI International

Next Generation Preschool Science: Findings from Design-based Research to Inform Iterative Development of an Innovative Curricular Program and a Field Study to Examine Implementation and Efficacy

Ximena Dominguez, Digital Promise Global, and Marion Goldstein, Education Development Center

 Evaluation of a Project-based Science Intervention for High School Chemistry and Physics

Quinton Baker, Michigan State University; Christopher Klager, Michigan State University; Barbara Schneider, Michigan State University; and Joseph Krajcik, Michigan State University

  

Student Assignment and the Dynamics of Schooling Supply and Demand

March 13 - 8:00 AM - 9:30 AM
Salon 5
Paper Session

Section: Organization of Schools and Systems & Education in Global Contexts

 The Protective Effects of Student Reassignment: Evidence from a Districtwide Socioeconomic Integration Plan

 Domina, Thurston, University of North Carolina at Chapel Hill; Carter, James, University of North Carolina at Chapel Hill; Carlson, Deven, Oklahoma University; Lenard, Matthew, Harvard University; and McEachin, Andrew, RAND Corporation

 Cash Transfers and Information: Experimental Evidence for the Demand for Education Under Supply Constraints

 David K. Evans, Center for Global Development; Charles Gale, Harvard University; and Katrina Kosec, IFPRI

 Dynamic complementarities: Primary student responses to Free Secondary Education in Tanzania

 Wayne Sandholtz, UCSD

 Can School Choice Mitigate School Socioeconomic Segregation? Evidence from a Policy Change in Chile

 Francisco Lagos, University of Maryland College Park

  

Impact of Job Training and Youth Employment Programs

March 13 - 8:00 AM - 9:30 AM
Salon 7
Paper Session

Section: Postsecondary Education & Academic Learning in Education Settings

The Counterfactual Matters: Experimental Findings on the Impact of Workforce Exposure During High School

Monica Bhatt, University of Chicago and Kelly Hallberg, University of Chicago

Sector-Specific Adult Education for Screened Disadvantaged Workers: RCT Evidence on Employment, Earnings and Industry

Matthew Baird, RAND Corporation; John Engberg, RAND Corporation; Italo Gutierrez, RAND Corporation

Does Job Training Reduce Arrests? Evidence from a Disadvantaged Worker RCT

Shamena Anwar, RAND Corporation; Matthew Baird, RAND Corporation; John Engberg, RAND Corporation; and Rosanna Smart, RAND Corporation

Experimental Evidence on the Impact of Long-Term Credentials in the Healthcare Sector

Daniel Litwok, Abt Associates; Laura Peck, Abt Associates; and Douglas Walton, Abt Associates

 

Estimating Treatment Effects and Treatment Effect Variation

March 13 - 8:00 AM - 9:30 AM
Salon 1-3
Paper Session

Section: Research Methods

 Are Gain Scores Really a “Treacherous Quicksand”? An Empirical Comparison Between Gain Score Methods and ANCOVA

 Yongnam Kim, University of Missouri

 Estimating Treatment Effect Variation on Multilevel Data: Learning from ECLS-K data

 Tianyang Zhang, Teachers College, Columbia University and Bryan Keller, Teachers College, Columbia University

 Detecting Heterogeneous Treatment Effects in an Experimental Study of a Personalized Learning Algorithm

 Huan Kuang, University of Florida; Walter Leite, University of Florida; Zeyuan Jing, University of Florida; and Corinne Huggins-Manley, University of Florida

 A New Methodological Approach for Evaluating the Impact of Educational Intervention Implementation on Learning Outcomes

 Laura A Outhwaite, UCL Institute of Education; Anthea Gulliford, University of Nottingham; and Nicola Pitchford, University of Nottingham

  

Teachers' expectations and relationships with students

March 13 - 8:00 AM - 9:30 AM
Studio F
Paper Session

Section: Social and Emotional Learning in Educational Settings & Education in Global Contexts

Mindsets: students, teachers and the influence of intelligence theories on educational outcomes

Tassia Cruz, Getulio Vargas Foundation and Barbara Bruns, Center for Global Development

Teachers’ Fixed Mindsets Undermine the Effects of a Growth Mindset Intervention

David S. Yeager, University of Texas at Austin; Jamie M. Carroll, University of Texas at Austin; Jenny Buontempo, University of Texas at Austin; Molly Kudym, University of Texas at Austin; Robert Crosnoe, University of Texas at Austin; Chandra Muller, University of Texas at Austin; and Pratik Mhatre, University of Texas at Austin

The impact of teachers' relational skills on students performances. Evidence from a large scale RCT

Gianluca Argentin, University of Milano Bicocca; Giulia Assirelli, consultant; Tiziano Gerosa, University of Milano Bicocca; and Matteo Moscatelli, Catholic University of Milan

Pygmalion Effect and Education Networks: Evidence from Public Schools in Pakistan

Minahil Asim, University of California - Davis; Ronak Jain, Harvard University; and Vatsal Khandelwal, University of Oxford

 

Unpacking the Micro-level Features of Quality in Early Childhood Education Programs

March 13 - 9:45 AM - 11:15 AM
Studio E
Symposium

Section: Early Childhood Education & Teachers and School Leaders

Organizer: Emily Hanno, Harvard University

Linking micro-features of quality to children’s academic, social-emotional, and executive function skills in a statewide population study of children’s early education

Emily C. Hanno, Harvard University; Kathryn E. Gonzalez, Harvard University; Rosa Guzman Turco, Harvard University; Stephanie M. Jones, Harvard University; and Nonie K. Lesaux, Harvard University

 Individual Experiences in ECE Classrooms: Variation by Home Language

 Sherri Castle, University of Oklahoma-Tulsa and Shinyoung Jeon, University of Oklahoma-Tulsa

 Pre-Kindergarten Children Transitioning to Kindergarten: The Quality of their Classrooms in Pre-K and K

 Dale Farran, Vanderbilt University

Thresholds in micro-features of quality in early education and care

Kathryn E. Gonzalez, Harvard Graduate School of Education; Emily C. Hanno, Harvard Graduate School of Education; Rosa Guzman, Harvard Graduate School of Education; Nonie K. Lesaux, Harvard Graduate School of Education; and Stephanie M. Jones, Harvard Graduate School of Education

 Discussant: Stephanie M. Jones, Harvard University

 

How do different levels of a federalist school system affect instructional quality and student achievement?

March 13 - 9:45 AM - 11:15 AM
Salon 5
Symposium

Section: Organization of Schools and Systems & Teachers and School Leaders

Organizer: Beth Schueler, University of Virginia

Does the Common Core Have a Common Effect?: An Exploration of Effects on At-Risk Groups

 Joshua Bleiberg, Vanderbilt University

 Why Do School Districts Matter? An Interdisciplinary and Empirical Review

 David Blazar, University of Maryland and Beth Schueler, University of Virginia

 What Teachers Want: School-Level Factors Predicting Teachers’ Decisions to Work in Turnaround Schools

Samantha Viano, George Mason University; Lam Pham, Vanderbilt University; Gary T. Henry, University of Delaware; Adam Kho, University of Southern California; and Ron Zimmer, University of Kentucky

 Is Performance Guaranteed? Investigating the Portability of Teacher Effectiveness in Turnaround Schools

 Lam Pham, Vanderbilt University

 Discussant: Cara Jackson, Bellwether Education Partners

 

Causal Mediation in Education Research: Opportunities, and challenges, of examining intervention “mechanisms”

March 13 - 9:45 AM - 11:15 AM
Studio D
Symposium

Section: Research Methods & Use of Research Evidence across Settings

Organizer: Elizabeth Stuart, Johns Hopkins Bloomberg School of Public Health

Clarifying causal mediation analysis for the applied researcher: Defining effects based on what we want to learn

 Trang Quynh Nguyen, Johns Hopkins University; Ian Schmid, Johns Hopkins University; and Elizabeth A. Stuart, Johns Hopkins University

 Simulation-Based Sensitivity Analysis for Causal Mediation Analysis

 Xu Qin, University of Pittsburgh and Fan Yang, University of Colorado Denver

 Identifying Potential Mediating Variables Using Variable Importance Measures

 Brian G. Vegetabile, RAND Corporation; Donna L. Coffman, Temple University; and Daniel F. McCaffrey, Educational Testing Service

 Discussant: Guanglei Hong, The University of Chicago

 

From Baseline Equivalence to Interpretation of Effect Sizes: Analytic Issues to Consider across all Phases of a Study

March 13 - 9:45 AM - 11:15 AM
Studio F
Paper Session

Section: Research Methods

 Baseline Equivalency Measures in High Dimensions

 Mark Fredrickson, Department of Statistics, University of Michigan, Ann Arbor, and Ben Hansen, Department of Statistics, University of Michigan, Ann Arbor

 Effect Sizes for Quantifying Student and School Growth in Achievement: In Search of Practical Significance

James Soland, University of Virginia, and Yeow Meng Thum, NWEA

False discoveries and erroneous findings in randomised controlled trials in education

Sam Sims, UCL Institute of Education; Jake Anders, UCL Institute of Education; Matthew Inglis, Loughborough University; and Hugues Lortie-Forgues, University of York

A New Micro Measure for Education Interventions: Learning-Adjusted Years of Schooling (LAYS)

Noam Angrist, University of Oxford; World Bank; Young 1ove; David Evans, Center for Global Development; Deon Filmer, World Bank; Rachel Glennerster, DFID; Halsey Rogers, World Bank; and Shwetlena Sabarwal, World Bank

 

Researcher-Practitioner Partnerships in Higher Education: Perspectives of Practitioners and Funders

March 13 - 9:45 AM - 11:15 AM
Salon 6
Invited Symposium

Section: Postsecondary Education & Use of Research Evidence across Settings

 Moderator: Fatih Unlu, RAND

  

Afterschool Strategies to Strengthen the STEM Pipeline in Grades 4-12

March 13 - 9:45 AM - 11:15 AM
Studio C
Invited Symposium

Section: Organization of Schools and Systems

 Organizer: Andrea Beesley, SRI International

 Building Mathematical Identity After School: Results of a Cluster-Randomized Trial

 Andrea D. Beesley, SRI International, and Michaela Gulemetova, IMPAQ International

 Design 2 Learn

 Cheri Fancsali, Research Alliance for New York City Schools and Wendy Castillo, New York University

 Long-term Impacts of After-School Robotics Programs: Five-Year Results from a Longitudinal Study

Alan Melchior, Brandeis University; Cathy Burack, Brandeis University; Matthew Hoover, Brandeis University; and Zora Haque, Brandeis University

 Discussant:   Gemma Lenowitz, Overdeck Foundation

 

The Role of Learning Environments in Shaping Socio-emotional Factors

March 13 - 9:45 AM - 11:15 AM
Salon 7
Invited Symposium

Section: Social and Emotional Learning in Educational Settings

Organizer: Shanette Porter, Mindset Scholars Network

Assessing College Readiness in the Middle Grades: Comparing Administrative and Survey-based Measures of Non-cognitive Skills

 Christopher Cleveland, Harvard University; Rebecca Ivester, Harvard University; Ethan Scherer, Harvard University; and Martin R. West, Harvard University

Can High Schools Influence Socio-Emotional Skills, and Does it Matter in the Long Run?

 Kirabo Jackson, Northwestern University; Shanette Porter, Mindset Scholars Network; John Q. Easton, UChicago Consortium on School Research; and Alyssa Blanchard, UChicago Consortium on School Research

School Effects on Bullying: A Value-added Approach

Sebastian Kiguel, Northwestern University

 Placing Equity in Context: High School Mathematics Teachers’ Beliefs and Practices in Racialized Learning Environments

 Yasmiyn Irizarry, University of Texas - Austin; and Tia Madkins, University of Texas - Austin 

 

Practical Significance and Meaningful Effects: Interpreting Null Effects, Confidence Intervals, and Various Related Issues that Matter for Evaluation in Practice

March 13 - 11:30 AM - 1:00 PM
Salon 1-4
Keynote Address

Organizer and Moderator:  Laura Peck, Abt Associates

 

Early Childhood Education - Afternoon Poster Session

March 13 - 1:45 PM - 2:45 PM
Foyer Group A

Section: Early Childhood Education

Examining Mediators of the Effect of a Child Care Intervention on Adult Outcomes

Kylie Bezdek, University of North Carolina at Chapel Hill; Tiffany Foster, University of North Carolina at Chapel Hill; and Margaret Burchinal, University of North Carolina at Chapel Hill

 

Classroom Context Matters: Observing Dual Language Learners Self-Regulation Skills

Brooke Rumper, Temple Univesity and Daryl Greenfield, University of Miami

 

The acquisition of academic and executive functioning skills during early elementary school: Contrasting the role of constrained and unconstrained prekindergarten skills

Tiffany Foster, University of North Carolina at Chapel Hill; Kylie Bezdek, University of North Carolina at Chapel Hill; and Margaret Burchinal, Frank Porter Graham Child Development Institute

  

Research Methods - Afternoon Poster Session

March 13 - 1:45 PM - 2:45 PM
Foyer Group B

Section: Research Methods: Ellen WEiss, SREE

Evaluation of a Tutoring and Family Engagement Structured Early Literacy Program: Future Forward

John Bowser, University of Wisconsin-Milwaukee and Curtis Jones, University of Wisconsin-Milwaukee

 

Interpretation and Effect Size Measures for Random Effects in Multilevel Survival Models

Julie Lorah, Indiana University

 

Participant sorting in cluster randomized controlled trials: Is it happening and why does it matter?

Andrew P. Jaciw, Empirical Education; Thanh Nguyen, Empirical Education; Li Lin, Empirical Education; and Jenna Zacamy, Empirical Education

 

Student Academic Motivation and Non-Cognitive Skills: Improving Comparability across Cultures and Gender with the Anchoring Vignettes Method

Hanka Vonkova, Charles University; Gema Zamarro, University of Arkansas; Ondrej Papajoanu, Charles University; and Katerina Kralova, Charles University

 

Psychometric Properties of VESIP, a Social Information Processing Simulation Assessment for Children

Nicole Russo-Ponsaran, Rush University Medical Center; Clark McKown, Rush University Medical Center; Ashley Karls, Rush University Medical Center; Everett Smith, University of Illinois at Chicago; and Jeremiah Folsom-Kovarik, Soar Technology

 

Who strives when the test gets harder? Disentangling patterns of student effort in PISA

 

Teachers and School Leaders - Afternoon Poster Session

March 13 - 1:45 PM - 2:45 PM
Foyer Group F

Section: Teachers and School Leaders

Attrition of school principals: A survival analysis using seven years of administrative data from Pennsylvania

Sangbaek Park, University of Pennsylvania; Claire Allen-Platt, University of Pennsylvania; Jimin Oh, University of Pennsylvania; Selene Sunmin Lee, University of Pennsylvania; and Robert Boruch, University of Pennsylvania

 

Teacher Subject-Matter Knowledge and Years of Experience—Not Growth Mindset about Students—Predict Student Learning in Fractions

Robert C. Schoen, Florida State University; Lanrong Li, Florida State University; Ahmet Guven, Florida State University; and Xiaotong Yang, Florida State University

 

The Impact of a Learning Centered Teacher Evaluation Approach on New Teacher Turnover in Wisconsin

Curtis Jones, University of Wisconsin Milwaukee; Elizabeth Cain, University of Wisconsin Milwaukee; Leon Gilman, University of Wisconsin Milwaukee; Steve Kimball, University of Wisconsin Madison; and Katharine Rainey, Wisconsin Department of Public Instruction

 

A Brief Self-Compassion Training Boosts Motivational Beliefs and Growth Orientation Toward Teaching Six Months Later: A Longitudinal Field Experiment with First-Year Teachers

 

Use of Research Evidence across Settings - Afternoon Poster Session

March 13 - 1:45 PM - 2:45 PM
Foyer Group C

Section: Use of Research Evidence across Settings

How the Education Doctorate Teaches Leaders to Use Research Evidence

William A. Firestone, Rutgers Graduate School of Education; Karen Seashore Louis, University of Minnesota; Andrew S. Leland, Southern Illinois University; and Jill Alexa Perry, University of Pittsburgh

 

Forming K-12 Peer School Groups for Benchmarking: A Dynamic Data Visualization Dashboard for Three Southeastern States

Eric Grebing, SERVE Center at UNC Greensboro

 

Toward a Science of Failure Analysis: A narrative review of null findings in large-scale randomized school interventions

Clara-Christina Gerstner, University of Pennsylvania; Claire Allen-Platt, University of Pennsylvania; Robert Boruch, University of Pennsylvania

 

Academic Learning in Education Settings - Afternoon Poster Session

March 13 - 1:45 PM - 2:45 PM
Foyer Group D

Section: Academic Learning in Education Settings

Instructional Technology for Reading Remediation in Rural Settings: An Examination of Effectiveness and Efficiency

Benjamin Solomon, University at Albany, State University of New York; Brit'ny Stein, Osage County Interlocal Cooperative; Chase Kitterman, Oklahoma State University; and Debbie Enos, Osage County Interlocal Cooperative

 

How do Balance Scales Shape K-2 Students’ Understandings of Equations?

Ana Stephens, University of Wisconsin-Madison; Yewon Sung, University of Wisconsin-Madison; Susanne Strachota, Ohio University; Ranza Veltri Torres, University of Wisconsin-Madison; Karisma Morton, University of North Texas; Angela Murphy Gardiner, TERC; and Maria Blanton, TERC

 

Science Self-Concept and Self-Efficacy: Their Structure and Relation to 3rd Grade Academic Achievement

Kristin Gagnier, Johns Hopkins University; Steven Holochwost, WolfBrown; Kelly Fisher, Johns Hopkins University; and Akilah Nelson, Prince Georges County Public Schools

 

Social and Emotional Learning in Education Settings - Afternoon Poster Session

March 13 - 1:45 PM - 2:45 PM
Foyer Group E

Section: Social and Emotional Learning in Educational Settings

The Influence of Friendship Quality and Perceived Emotional Risk of Participation on Behavioral Engagement versus Cognitive Engagement

Arayana Harris, Hampton University; Krystal Thomas, Virginia Commonwealth University; Zewelanji Serpell, Virginia Commonwealth University; and Alicia Borre, Hampton University

 

Emotion Knowledge as a Mediator of School Readiness Outcomes

Leslie Ho, Pennsylvania State University; and Karen Bierman, Pennsylvania State University

 

Implementation of Tools for Getting Along: Equipping Educators to Teach Students to Get Along

Jennifer Nakamura, SRI International; Elisa Garcia, SRI International; Carl Sumi, SRI International; and Yunsoo Park, SRI International

 

MOOSES: A framework for categorizing SEL Measures

 

Postsecondary Education - Afternoon Poster Session

March 13 - 1:45 PM - 2:45 PM
Foyer Group G

Section: Postsecondary Education

Do Women Still Earn Less than Men after College Graduation: Evidence from the Baccalaureate and Beyond Longitudinal Study 1993 Cohort

 

Organization of Schools and Systems - Afternoon Poster Session

March 13 - 1:45 PM - 2:45 PM
Foyer Group H

Section: Organization of Schools and Systems

Social Ties as Mediators of Program Impacts in a Literacy Intervention

 

Building Causal Evidence for CTE

March 13 - 2:45 PM - 4:15 PM
Studio F
Symposium

Section: Organization of Schools and Systems & Academic Learning in Education Settings

 Organizer: Corinne Alfeld, Institute of Education Sciences

An Early Look at the Factors Driving Variation in CTE Program Impacts

James Kemple, New York University; Rebecca Unterman, MDRC; and Shaun Dougherty, Vanderbilt University

The P-TECH Model of Schools: High School Impacts from the NYC P-TECH Experience

Rachel Rosen, MDRC; Crystal Byndloss, MDRC; and Leigh Parise, MDRC

The Effects of Career and Technical Education: Evidence from the Connecticut Technical High School System

Eric J. Brunner, University of Connecticut; Shaun Dougherty, Vanderbilt University; and Stephen Ross, University of Connecticut

 

 Discussant: Julie Edmunds, University of North Carolina at Greensboro

 

 

Social-emotional learning intervention with children exposed to conflict and violence: Impacts, variations, and perceptions

March 13 - 2:45 PM - 4:15 PM
Studio E
Symposium

Section: Education in Global Contexts & Social and Emotional Learning in Educational Settings

 Organizer: Ha Yeon Kim, Global TIES for Children, New York University

Comprehensive Social Emotional Learning Intervention with Syrian Refugee Children: Impact Variation by Pre- and Post-Migration Conflict Experiences

 Ha Yeon Kim, Global TIES for Children, New York University; Lindsay Brown, Global TIES for Children, New York University; Mayari Montes De Oca Salinas, Global TIES for Children, New York University; Maria del Sol Prieto Bayona, International Rescue Committee; Jeannie Annan, International Rescue Committee; and John Lawrence Aber, New York University

 Community violence as a moderator of the impact of a social-emotional learning program in Brazilian primary schools

 Dana Charles McCoy, Harvard Graduate School of Education; Emily C. Hanno, Harvard Graduate School of Education; Vladimir Pinheiro Ponczek, São Paulo School of Economics; Cristine Campos de Xavier Pinto, São Paulo School of Economics; Gabriela Fonseca, São Paulo School of Economics; andNatália Zanetti Marchi, São Paulo School of Economics

 Findings from an arts-based social-emotional intervention for young children in Mexico City

 Lauren Pisani, Save the Children and Sara Hommel, Save the Children 

Discussant: John Lawrence Aber, New York University

  

Using existing data to create new diagnostic measures for states and districts

March 13 - 2:45 PM - 4:15 PM
Studio B
Symposium

Section: Use of Research Evidence across Settings & Organization of Schools and Systems

 Organizer: Brian Gill, Mathematica and REL Mid-Atlantic

Partnering to Conduct Research on Using Kindergarten Entry Assessments to Track City Progress in Promoting Reading Proficiency

Jessica Harding, Mathematica and REL Mid-Atlantic; Mariesa Herrman, Mathematica and REL Mid-Atlantic; Christine Ross, Mathematica and REL Mid-Atlantic; Elias Hanno, Burning Glass Technologies; Kristyn Stewart, School District of Philadelphia; and Katie Mosher, School District of Philadelphia

Using Kindergarten Entry Assessment Data to Measure Student Learning Growth from Kindergarten through Grade 3

Lisa Dragoset, Mathematica and REL Mid-Atlantic; Dallas Dotter, Mathematica and REL Mid-Atlantic; Cassandra Baxter, Mathematica and REL Mid-Atlantic; and Elias Walsh, Mathematica and REL Mid-Atlantic

Using Student-Level Social and Emotional Learning Survey Data to Develop a “Loved, Challenged, and Prepared” Measure

Tim Kautz, Mathematica and REL Mid-Atlantic and Kathleen Feeney, Mathematica and REL Mid-Atlantic

 Discussant: Joy Lesnick, School District of Philadelphia

 

The Medium-term Effects of Pre-K Programs

March 13 - 2:45 PM - 4:15 PM
Salon 5
Paper Session

Section: Early Childhood Education & Academic Learning in Education Settings

Updates on the Effects of the Tennessee Prekindergarten Program on Children’s Achievement and Behavior through Sixth Grade

Kelley Durkin, Vanderbilt University; Mark Lipsey, Vanderbilt University; and Dale Farran, Vanderbilt University

Teachers, Schools, and Pre-K Effect Persistence: An Examination of the Sustaining Environment Hypothesis

Francis Pearman, Stanford University; Matthew Springer, University of North Carolina; Mark Lipsey, Vanderbilt University; Mark Lachowicz, Vanderbilt University; Walker Swain, University of Georgia; and Dale Farran, Vanderbilt University

Do Pre-K Quality Benchmarks Influence Children’s Third-Grade Academic Achievement?

 Zhiling Shea, University of California, Irvine

 Examining the Denver Preschool Program Tuition Credit

 Vi-Nhuan Le, NORC; Diana Schaack, University of Colorado, Denver; Marina Mendoza, Denver Preschool Program; Stephanie Stout-Oswald, Denver Public Schools; and Kristie Kauerz, University of Colorado, Denver

  

Postsecondary Education: Examination of Supply and Demand Factors

March 13 - 2:45 PM - 4:15 PM
Salon 7
Paper Session

Section: Postsecondary Education

 A Better Path to Opportunity? The Value of Four-Year Public Colleges for Disadvantaged Students

 Whitney Kozakowski, Harvard University

 What do course offerings imply about university preferences?

 James Thomas, Federal Trade Commission

 Do Postsecondary Training Programs Respond to Changes in the Labor Market?

 Michel Grosz, Federal Trade Commission

  

Matching and Inferences in Multilevel Studies

March 13 - 2:45 PM - 4:15 PM
Salon 6
Paper Session

Section: Research Methods

 The Performance of Balance Diagnostics for Propensity Score Matched Samples in Multilevel Settings

 Alyson Burnett, Mathematica, and Laura Stapleton, University of Maryland

 Synthetic Control and Weighted Event Study Models with Staggered Adoption

 Eli Ben-Michael, UC Berkeley; Avi Feller, UC Berkeley; and Jesse Rothstein, UC Berkeley

 Estimation of Causal Moderated Treatment Effects Under the Potential Outcomes Framework: An Application of the Propensity Score

 Nianbo Dong, University of North Carolina at Chapel Hill; Ben Kelcey, University of Cincinnati; and Jessaca Spybrook, Western Michigan University

 Covariate Selection and Impact Estimation for Clustered RCTs Using Lasso and Design-Based Methods

 Peter Schochet, Mathematica

 

Developing Instructional Practice through Professional Development and Coaching

March 13 - 2:45 PM - 4:15 PM
Studio C
Paper Session

Section: Teachers and School Leaders & Education in Global Contexts

Intensive Professional Development at Scale: Measuring the Casual Effect of Massachusetts’ RETELL Initiative

 Jesse Bruhn, Brown University; Nathan Jones, Boston University; Yasuko Kanno, Boston University; and Marcus Winters, Boston University

 A Randomized Field Study of a Teacher Professional Development Program Using Mixed-Reality Simulation to Develop Instructional Practice

 Rachel Garrett, American Institutes for Research; Toni Smith, American Institutes for Research; Melinda Griffin, American Institutes for Research; and Melissa Yisak, American Institutes for Research

 Contrasting traditional, one-on-one teacher coaching versus coaching teacher pairs: An RCT testing impacts and sustainability

 Elise Pas, Johns Hopkins University; Katrina Debnam, University of Virginia; Chelsea Duran, University of Virginia; and Catherine Bradshaw, University of Virginia

 Innovations in Early Mathematics Professional Development: Benefit to Teachers

 Erin Reid, Erikson Institute; Jennifer McCray, Erikson Institute; Erika Gaylor, SRI, International; Xime Dominguez, Digital Promise

 

Using Data to Support Strong Teacher Pipelines: Evidence from Research Partnerships with States and Districts

March 13 - 2:45 PM - 4:15 PM
Salon 1-3
Invited Panel

Section: Teachers and School Leaders

Moderator: John Papay, Brown University

  

Unpacking the Logic Model: A Discussion of Mediators and Antecedents of Educational Outcomes from the Investing in Innovation (i3) program

March 13 - 4:45 PM - 6:15 PM
Salon 7
Symposium

Section: Social and Emotional Learning in Educational Settings & Academic Learning in Education Settings

Organizer: Katie Lass, The Policy & Research Group

Impact on Antecedents of Student Dropout in a Cross-Age Peer Mentoring Program

Katie Lass, The Policy & Research Group; Sarah Walsh, The Policy & Research Group; Eric Jenner, The Policy & Research Group; and Sherry Barr, Center for Supportive Schools

Supporting content-area learning in Biology and U.S. History: A randomized control trial of Enhanced Units in California and Virginia

Hannah D'Apice, Empirical Education Inc.; Adam Schellinger, Empirical Education Inc.; Jenna Zacamy, Empirical Education Inc.; and Xin Wei, SRI International; and Andrew P. Jaciw, Empirical Education Inc.

The role of socioemotional learning in teacher induction: A longitudinal study of the CREATE Teacher Residency Program

 Audra Wingard, Empirical Education Inc.; Andrew P. Jaciw, Empirical Education Inc.; Jenna Zacamy, Empirical Education Inc.

 Uncovering the Black Box: Exploratory Mediation Analysis for a Science Teacher Professional Development Program

 Thanh Nguyen, Empirical Education Inc.; Andrew P. Jaciw, Empirical Education Inc.; and Jenna Zacamy, Empirical Education Inc.

 

 Discussant: Anne Wolf, Abt Associates

 

Research, Relationships, and Reflection: How Three Research-Practice Partnerships Support Practitioners’ Use of Research Evidence

March 13 - 4:45 PM - 6:15 PM
Studio D
Panel

Section: Use of Research Evidence across Settings & Teachers and School Leaders

Moderator: Paula Arce-Trigatti, National Network of Education Research-Practice Partnerships / Rice University

Panelists

Cheri Fancsali, Research Alliance for New York City Schools

Steven McGee, The Learning Partnership / Chicago Alliance for Equity in Computer Science (CAFÉCS)

Erin Henrick, Partner to Improve / Chicago Alliance for Equity in Computer Science (CAFÉCS)

Carrie Miller, UCLA / Los Angeles Education Research Institute (LAERI)

 

New Insights into Educational Opportunity in U.S. Schools

March 13 - 4:45 PM - 6:15 PM
Studio C
Symposium

Section: Organization of Schools and Systems & Use of Research Evidence across Settings

Organizer: Erin Fahle, St. John's University

Educational opportunity in U.S. schools: Using population data to describe learning across space and time

Sean Reardon, Stanford University; Erin Fahle, St. John's University; Benjamin Shear, University of Colorado Boulder; and Andrew Ho, Harvard University

State Contexts in the Associations between Family Poverty, School Poverty, and Academic Achievement

 Heewon Jang, Stanford University and Sean F. Reardon, Stanford University

 Comparing Test Score Growth Measures Constructed from Aggregate and Individual Data

Sean Reardon, Stanford University; John Papay, Brown University; Katharine Strunk, Michigan State University; Joshua Cowen, Michigan State University; and Tara Kilbride, Michigan State University; Lily An, Brown University; and Kate Donohue, Brown University

Improving the precision and interpretation of aggregate school growth metrics

Benjamin Shear, University of Colorado Boulder; Andrew Ho, Harvard University; Sean Reardon, Stanford University; and Erin Fahle, St. John's University

 

Discussant: Andrew Ho, Harvard University

 

 

Heterogeneity in Math Instruction across Ethnicity, Socioeconomic Status, Language, and Gender

March 13 - 4:45 PM - 6:15 PM
Salon 5
Paper Session

Section: Academic Learning in Education Settings

Tackling the Gender Gap in Mathematics with Innovative Teaching Methods

Maria Laura Di Tommaso, Department of Economics and Statistics University of Torino; Dalit Contini, Department of Economics and Statistics University of Torino; Martino Bernardi, Fondazione Giovanni Agnelli; Dalila De Rosa, Department of Economics and Statistics University of Torino; Francesca Ferrara, Department of Mathematics University of Torino; Daniela Piazzalunga, IRVAPP (Institute for Evaluation Research on Public Policies); and Ornella Robutti, Department of Mathematics University of Torino

Heterogeneity in Mathematics Intervention Effects: Evidence from A Meta-Analysis of 191 Randomized Experiments

Martyna Citkowicz, American Institutes for Research; Jim Lindsay, American Institutes for Research; David Miller, American Institutes for Research; and Ryan Williams, American Institutes for Research

Understanding the Practical Significance of Explicit Mathematics Instruction for At-Risk English Learners

Christian Doabler, The University of Texas at Austin: The Meadows Center for Preventing Educational Risk; and Ben Clarke, University of Oregon: Center on Teaching and Learning 

Adapting Ed Tech Usage Recommendations to Enhance Academic Outcomes of Disadvantaged Students

Andrew Berrett, Imagine Learning; Assunta Hardy, Imagine Learning; and Joyce Zhang, Imagine Learning

 

Accessing and Paying for Higher Education

March 13 - 4:45 PM - 6:15 PM
Studio E
Paper Session

Section: Postsecondary Education & Social and Emotional Learning in Educational Settings

Connecting students with financial aid: Evidence from a field experiment

Eric Bettinger, Stanford University; Monica Lee, Stanford University; and Bridget Terry Long, Harvard University

Experimental Evidence that Wide-Brush Nudging Does Not Help At-Risk First-Year College Students’ Academic Outcomes

Dan Fitzpatrick, Western Michigan University; Daniel Collier, Western Michigan University; and Austin Nichols, Abt Associates

The Socioemotional and Academic Impact of College Campus Visits: A Randomized Experiment

Elise Swanson, University of Southern California; Katherine Kopotic, University of Arkansas; Gema Zamarro, University of Arkansas; Jonathan Mills, University of Arkansas; Jay Greene, University of Arkansas; and Gary Ritter, Saint Louis University

Year 1 Impacts of the Pennsylvania College Savings Account Pilot, Keystone Scholars

Robert Nathenson, American Institutes for Research; Amanda Jones-Layman, University of Pennsylvania Graduate School of Education; and Philip Sirinides, Consortium for Policy Research in Education, University of Pennsylvania Graduate School of Education

 

Considerations and Choices in Modeling Complex Data

March 13 - 4:45 PM - 6:15 PM
Studio B
Paper Session

Section: Research Methods

Examining the causal direction of synchronous effects in panel models: Using residual-predictor independence tests to identify model misspecifications

Xintong Li, University of Missouri

Sensitivity Analysis for Direct and Indirect Effects with Multiple Mediators

Soojin Park, University of California, Riverside

Longitudinal Application of the Two Method Planned Missing Design 

Jessica Logan, Ohio State University and Menglin Xu, The Ohio State University

On the Robustness of Doubly Robust Estimators in Causal Inference

Weicong Lyu, University of Wisconsin-Madison and Peter Steiner, University of Maryland

  

Understanding Teacher Observation and Evaluation

March 13 - 4:45 PM - 6:15 PM
Studio F
Paper Session

Section: Teachers and School Leaders & Education in Global Contexts

In Search of High-Quality Evaluation Feedback: An Administrator Training Field Experiment

Matthew A. Kraft, Brown University; and Alvin Christian, Brown University

The Effects of High-Stakes Teacher Evaluation on Office Disciplinary Referrals

David D. Liebowitz, University of Oregon; Lorna Porter, University of Oregon; and Dylan Bragg, University of Oregon

An Observer Like Me: The Effect of Demographic Congruence Between Teachers and Raters on Classroom Observation Scores

Olivia Chi, Harvard University

Getting into the classroom: teaching practices and students cognitive and non-cognitive achievement in Colombia

Sandra Garcia, Universidad de los Andes; Dario Maldonado, Universidad de los Andes; and Germán Vargas, UNESCO

 

Lottery-based evaluations of early education programs: Opportunities and challenges

March 13 - 4:45 PM - 6:15 PM
Salon 1-3
Invited Symposium

Section: Early Childhood Education

Organizer: Christina Weiland, University of Michigan

Challenges and Opportunities of Using Lotteries for Oversubscribed Boston Prekindergarten Programs to Estimate Causal Impacts

Christina Weiland, University of Michigan; Rebecca Unterman, MDRC; Meghan McCormick, MDRC; JoAnn Hsueh, MDRC; Anna Shapiro, University of Michigan; Catherine Snow, Harvard University; and Jason Sachs, BPS

Using the New Orleans Early Childhood Education Lottery to Design Causal Impact Studies

Lindsay Weixler, Tulane University; Jane Lincove, University of Maryland Baltimore County; and Jon Valant, Brookings Institution

Lottery Structures for Admission to Public Montessori Preschool Programs: Promises and Challenges for Research

Karen Manship, American Institutes for Research; Ann-Marie Faria, American Institutes for Research; and Juliette Berg, American Institutes for Research

Leveraging Pre-K Application Lotteries to Evaluate Teacher Professional Development: Weighing the Advantages and Disadvantages

Rachel Abenavoli, New York University; Pamela Morris, New York University; Rebecca Unterman, MDRC; and Elise Cappella, New York University

 

 

Research Methods - Evening Poster Session

March 13 - 6:15 PM - 7:15 PM
Foyer Group B

Section: Research Methods

Everything in Moderation: Using Proximal and Distal Measures to Forecast the Long-term Impacts of Math Interventions

Daniela Alvarez-Vargas, University of California - Irvine; Sirui Wan, University of California, Irvine; and Drew Bailey, University of California, Irvine

 

Estimating Statistical Power When Making Adjustments for Multiple Tests - Design and Software Extensions

Kristin Porter, MDRC; Deni Chen, MDRC; and Zarni Htet, MDRC

 

READS for Summer Learning: A Case Study on Systematic Replication

Sarah Peko-Spicer, Northwestern University

 

Structural Model Fit and Construct Reliability: A Monte Carlo Examination of Available Methods

D. Betsy McCoach, University of Connecticut; H. Jane Rogers, University of Connecticut

 

Using Multisite Instrumental Variables to Estimate Treatment Effects and Treatment Effect Heterogeneity

 

Pooling Standardized Test Scores Across States: Using NAEP to Standardize and Rescale

 

 

Early Childhood Education - Evening Poster Session

March 13 - 6:15 PM - 7:15 PM
Foyer Group A

Section: Early Childhood Education

Examining Early Learning Profiles at Pre-K Entry

Jill Pentimonti, American Institutes for Research; Virginia Buysse, American Institutes for Research; and Aleksandra Holod, American Institutes for Research

 

Impact of the Introduction of State Pre-k Programs on Head Start Enrollment of Children with Disabilities

Qing Zhang, University of California, Irvine and Jade Jenkins, University of California, Irvine

 

Partnering to Support Parents Through the Early Childhood Application Process: Evidence of Success in Research-Practice Partnership Work

Alica Gerry, Tulane University; Lindsay Weixler, Tulane University; Daphna Bassok, University of Virginia; Jon Valant, Brookings Institution; and Justin Doromal, University of Virginia

 

Examining the impacts of two-generation early intervention program services on parents’ human capital and self-sufficiency outcomes

 

Use of Research Evidence across Settings - Evening Poster Session

March 13 - 6:15 PM - 7:15 PM
Foyer Group C

Section: Use of Research Evidence across Settings & Use of Research Evidence across Settings

Testing TIPS with a new population First and second choice of conference section

Natalie Lacireno-Paquet, WestEd; Raifu Durodoye, Jr., WestEd; Karen Melchior, WestEd; and Herbert Turner, III, Analytica LLC

 

Back to square one? – Replication of a Multisite Randomized Field Trial.

Markus Kleinhansl, Hector Research Institute of Education Sciences and Psychology, University of Tübingen; Franziska Rebholz, Hector Research Institute of Education Sciences and Psychology, University of Tübingen; Jessika Golle, Hector Research Institute of Education Sciences and Psychology, University of Tübingen; Benjamin Nagengast, Hector Research Institute of Education Sciences and Psychology, University of Tübingen; and Ulrich Trautwein, Hector Research Institute of Education Sciences and Psychology, University of Tübingen

 

LEA use of evidence in budget decisions

 

Individual and School-Level Capacity to Critically Evaluate Research: A Multilevel Organizational Analysis

 

Academic Learning in Education Settings - Evening Poster Session

March 13 - 6:15 PM - 7:15 PM
Foyer Group D

Section: Academic Learning in Education Settings

Advantages and Drawbacks of Grade Band Assignment: Early Observations from a Work in Progress RCT testing the Impact of Teacher PD

John H. Hitchcock, Abt Associates; Teresa Duncan, Deacon Hill Research Associates; Babette Moeller, Education Development Center; and Jason Schoeneberger, ICF International

 

A Quasi-experimental Study of NGSS Curriculum and PD on Three-dimensional Learning Outcomes

Susan M. Kowalski, BSCS Science Learning; Jeffrey Snowden, BSCS Science Learning; Lisa Carey, BSCS Science Learning; Betty Stennett, BSCS Science Learning; Lindsey Mohan, BSCS Science Learning; Mark Blloom, BSCS Science Learning; and Heather Young, Oregon Public Broadcasting

 

Exploring the Aptitude-by-Treatment Interaction for Latent Subgroups

Wooliya Kim, Vanderbilt University and Douglas Fuchs, Vanderbilt University

 

 

Social and Emotional Learning in Education Settings - Evening Poster Session

March 13 - 6:15 PM - 7:15 PM
Foyer Group E

Section: Social and Emotional Learning in Educational Settings

Promoting Resilience: A Preschool Intervention Enhances the Adolescent Adjustment of Children Exposed to Early Adversity

Michael Sanders, Pennsylvania State University; Janet Welsh, Pennsylvania State University; Karen Bierman, Pennsylvania State University; and Brenda Heinrichs, Pennsylvania State University

 

Moderators of School Intervention Efficacy for Higher-Functioning Children with ASD

Christopher Lopata, Institute for Autism Research, Canisius College; James P Donnelly, Institute for Autism Research, Canisius College; Marcus L Thomeer, Institute for Autism Research, Canisius College; Jonathan D Rodgers, Institute for Autism Research, Canisius College; Adam J Booth, Institute for Autism Research, Canisius College; and Jennifer Lodi-Smith, Institute for Autism Research, Canisius College

 

Structural limitations and functional alternatives reducing suspensions and preserving racial suspension gaps

Jose Eos Trinidad, University of Chicago

 

 

Postsecondary Education - Evening Poster Session

March 13 - 6:15 PM - 7:15 PM
Foyer Group G

Section: Postsecondary Education

Postsecondary readiness among English learner students in a large urban school district

 

Evaluation of the effect of a required online learning orientation on the success of community college students in online courses

 

Teachers and School Leaders - Evening Poster Session

March 13 - 6:15 PM - 7:15 PM
Foyer Group F

Section: Teachers and School Leaders

Secondary traumatic stress and burnout among school personnel serving children with adverse experiences – a case study of three schools

Arvind Ilamaran, University of Chicago and Micere Keels, University of Chicago

 

School Safety and Teacher Turnover in NYC: A Case of Causal Heterogeneity

Ashley Grant, Johns Hopkins University

 

Emerging Leaders Program: Impacts on Students, Teachers, and Leaders in Three Sites

 

Organization of Schools and Systems - Evening Poster Session

March 13 - 6:15 PM - 7:15 PM
Foyer Group H

Section: Organization of Schools and Systems

The impact of school desegregation on individuals’ racial attitudes and politics

Mark Chin, Harvard University

 

 

Understanding the Social-emotional Learning Needs of English Learners: Implications and Measurement Challenges

March 14 - 9:00 AM - 10:30 AM
Studio E
Symposium

Section: Social and Emotional Learning in Educational Settings & Use of Research Evidence across Settings

 Organizer: James Soland, University of Virginia

Differences in Students’ Social-emotional Learning Outcomes by English Language Learner Reclassification Status

Monica Lee, Stanford University; and James Soland, University of Virginia

Does Self-efficacy Mediate the Relationship between English Learner Status and Academic Growth?

James Soland, University of Virginia

Teaching to Support Students with Diverse Academic Needs: Implications for the Social-emotional Needs of English Learners

David Blazar, University of Maryland College Park; and Casey Archer, University of Maryland College Park

Measuring Social-emotional Learning Outcomes When Teachers and Parents Disagree about Students: Implications for Measurement and Long-Term Outcomes

Megan Kuhfeld, NWEA and James Soland, University of Virginia

 

Discussant: Laura Hamilton, Director, Center for Social and Emotional Learning Research - The RAND Corporation

 

 

Making Sense of Developmental Education Reform: What Does the Evidence Tell Us, and What Does it Mean for Practice?

March 14 - 9:00 AM - 10:30 AM
Studio D
Panel

Section: Postsecondary Education & Use of Research Evidence across Settings

Moderator: Thomas Brock, Community College Research Center

Panelists

Nikki Edgecombe, Community College Research Center

Katie Hern, California Acceleration Project

Alex Mayer, MDRC

Donna Linderman, City University of New York

Sharon Morrissey, Virginia Community College System

 

Towards Broadening Our Understanding of Education “Research” and its “Use”: How Three Collaborations Between Research and Practice Support Evidence-Informed Policy

March 14 - 9:00 AM - 10:30 AM
Salon 6
Panel

Section: Use of Research Evidence across Settings & Organization of Schools and Systems

Moderator: Paula Arce-Trigatti, National Network of Education Research-Practice Partnerships, Rice University

Panelists

Kristen Davidson, University of Colorado Boulder

Clare Irwin, Education Development Center / REL Northeast and Islands

Yinmei Wan, American Institutes for Research / REL Midwest

 

Using Pilot Studies to Increase the Rigor of Randomized Control Studies: Lessons from the Syrian Refugee Response

March 14 - 9:00 AM - 10:30 AM
Salon 5
Panel

Section: Education in Global Contexts & Research Methods

Moderator: Kate Schwartz, New York University

Panelists

Andres Molano, Universidad de los Andes

Kate Schwartz, New York University

Anaga Ramachandran, New York University

  

Statistical Power in Multilevel Studies

March 14 - 9:00 AM - 10:30 AM
Studio B
Paper Session

Section: Research Methods

Power Computations for Cluster-level Regression Discontinuity Studies with Quadratic Functional Form of the Score Variable

Metin, Bulus

Power Analysis for Moderator Effects in Longitudinal Cluster Experimental Designs

Wei Li, University of Alabama; and Spyros Konstantopoulos, Michigan State University

Power and Coverage of Partially Nested Randomized Trials

Ariel M. Aloe, University of Iowa; Zhijiang ‘Van’ Liu, University of Iowa; and Hyeri Hong, University of Iowa

Experimental Power for Three-Level School-Randomized Studies Probing Mediation

Kyle Cox, UNCC; Ben Kelcey, University of Cincinnati; Yanli Xie, University of Cincinnati; and Fangxing Bai, University of Cincinnati

 

Teacher Policy in Global Contexts

March 14 - 9:00 AM - 10:30 AM
Salon 7
Paper Session

Section: Teachers and School Leaders & Education in Global Contexts

What causes teacher training programs in early education to work? Evidence from Ghana

Syeda Farwa Fatima, University of Pennsylvania, and Sharon Wolf, University of Pennsylvania

Learning by doing: Experimental evidence on a teacher residency program in India

Alejandro Ganimian, New York University; Isaac Mbiti, University of Virginia; and Abhilash Mishra, Science for All

Can Service Teaching Affect One’s Career Trajectory? Evidence from Teach for India

Katharine C. Conn, Consortium for Policy Research in Education, Teachers College, Columbia University

Virginia S. Lovison, Harvard Graduate School of Education; and Cecilia H. Mo, University of California, Berkeley

Learning by Doing? Experimental Evidence on Activity-based Instruction in India

Andreas de Barros, Harvard University; Johanna Fajardo-Gonzalez, Inter-American Development Bank; Paul Glewwe, University of Minnesota; and Ashwini Sankar, University of Minnesota

 

Results from the IES Goal 3 Efficacy Evaluation of Zoology One, an Integrated Literacy and Science Curriculum for Kindergarten

March 14 - 10:45 AM - 12:15 PM
Salon 5
Symposium

Section: Early Childhood Education & Academic Learning in Education Settings

Organizer: Abigail Gray, School District of Philadelphia

Results from the Zoology One Multi-Site Randomized Experiment

Philip Sirinides, University of Pennsylvania; and Abigail Gray, School District of Philadelphia

The implementation of Zoology One in the efficacy evaluation

Ryan Fink, University of Pennsylvania; Katarina Suwak, University of Pennsylvania; and Abigail Gray, School District of Philadelphia

Estimating the Cost-Effectiveness of a Comprehensive Kindergarten Literacy and Science Curriculum that Strengthens Reading at Home.

A. Brooks Bowden, University of Pennsylvania; Maurice Spillane, University of Pennsylvania; and Abigail Gray, School District of Philadelphia

What happens after the efficacy trial ends? Sustainment of intervention use

Gwendolyn Lawson, Children's Hospital of Philadelphia; Ryan Fink, University of Pennsylvania; Maurice Spillane, University of Pennsylvania; and Abigail Gray, School District of Philadelphia

Discussant: Tonya Wolford, School District of Philadelphia

 

RPPs at Scale? Lessons Learned from Ten Years of Regional Educational Laboratory (REL) Research Partnerships

March 14 - 10:45 AM - 12:15 PM
Salon 7
Panel

Section: Use of Research Evidence across Settings & Academic Learning in Education Settings

Moderator: Christopher Mazzeo, Education Northwest

Panelists

Christopher Mazzeo, Education Northwest

Fiona Helsel, REL Northwest

Julie Riordan, REL Northeast and Islands

Julie Kochanek, REL Midwest

Barbara Foorman, REL Southeast

 

Moving from What Works to What Replicates: Promoting the Systematic Replication of Results

March 14 - 10:45 AM - 12:15 PM
Studio B
Symposium

Section: Research Methods & Use of Research Evidence across Settings

Organizer: Vivian Wong, University of Virginia

Practical Challenges in Replicating Research Findings

Peter Steiner, University of Maryland; and Vivian Wong, University of Virginia

Using Natural Language Processing Methods to Assess Replication Success

Kylie Anglin, University of Virginia; and Vivian Wong, University of Virginia

Crowdsourcing Replication Studies in Special Education

Bryan Cook, University of Virginia; William Therrien, University of Virginia; and Vivian Wong, University of Virginia

Using Multiple Research Designs to Conduct Systematic Replication of Results: An Example from Teacher Education

Anandita Krishnamachari, University of Virginia; Kylie Anglin, University of Virginia; and Vivian Wong, University of Virginia

Discussant: Elizabeth Tipton, Northwestern University

 

Challenges with Assessment Precision and Implementation Fidelity in Response to Intervention Frameworks

March 14 - 10:45 AM - 12:15 PM
Studio F
Paper Session

Section: Academic Learning in Education Settings & Education in Global Contexts

The impact of a multifaceted education program on early grade literacy and math outcomes in Zambia: Evidence from a Mixed-Methods Cluster-Randomized Controlled Trial

Thomas de Hoop, American Institutes for Research; Hannah Ring, American Institutes for Research; Garima Siwach, American Institutes for Research; Paula Dias, American Institutes for Research; Gelson Tembo, Palm Associates; Victoria Rothbard, American Institutes for Research; and Anaïs Toungui, American Institutes for Research

Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types with Latent Profile Analysis

Peng Peng, The University of Texas at Austin; Douglas Fuchs, Vanderbilt University; Lynn S. Fuchs, Vanderbilt University; and Eunsoo Cho, Michigan State University

Teacher Implementation Fidelity and Student Learning Outcomes

Cheryl Varghese, Children's Learning Institute; Mary Bratsch-Hines, Frank Porter Graham Child Development Institute; and Lynne Vernon-Feagans, Frank Porter Graham Child Development Institute

Over diagnosed or over-looked? The effect of age at time of school entry on students receiving special education services

Anna Shapiro, University of Michigan

 

Affirmative Action, Gender Peer Effects, and Measuring College Going Culture

March 14 - 10:45 AM - 12:15 PM
Studio D
Paper Session

Section: Postsecondary Education

Gender Peer Effects in Post-Secondary Vocational Education

Fernanda Ramirez-Espinoza, Harvard University

Assessing college-going culture: Development of diagnostic rubric

Eric Bettinger, Stanford University; Anthony Antonio, Stanford University; Jesse Foster, Evaluation and Assessment Solutions for Education; and Erin Grogan, College Advising Corps

Affirmative Action and Social Integration in College

Saurabh Khanna, Graduate School of Education, Stanford University; and Prashant Loyalka, Graduate School of Education, Stanford University

 

Analyzing Complex Data Structures

March 14 - 10:45 AM - 12:15 PM
Salon 6
Paper Session

Section: Research Methods 

Weighting in Multilevel Models

Bing Tong, Michigan State University, and Kimberly S. Kelly, Michigan State University

A Case Weighting Scheme for Primary Outcome Analysis

Tim Lycurgus, University of Michigan; and Ben Hansen, University of Michigan

Toward a Causally Informative Fit Index of Longitudinal Models: A Within-Study Design Approach

Sirui Wan, University of California, Irvine; Daniela Alvarez-Vargas, University of California, Irvine; and Drew Bailey, University of California, Irvine 

Evaluating the Performance of Croon’s Method of Moments Corrected Maximum Likelihood Estimator with Cluster-randomized Studies Probing Mediation

Kyle Cox, UNCC; and Ben Kelcey, University of Cincinnati

 

Facilitating Communication with Families to Improve Student Outcomes

March 14 - 10:45 AM - 12:15 PM
Studio E
Paper Session

Section: Teachers and School Leaders 

A Factorial Design to Understand Varying Effects of Parental Text Messaging Interventions

Catherine Armstrong Asher, Harvard University; Ethan Scherer, Harvard University; and James S. Kim, Harvard University 

Can Technology Transform Teacher-Parent Communication? Evidence from a Randomized Field Trial

Matthew Kraft, Brown University; and Alexander Bolves, Brown University 

Reducing absenteeism in preschool by informing parents about school activities: Experimental evidence from Rio de Janeiro

Gregory Elacqua, Inter-American Development Bank; Emma Ingrid Naslund-Hadley, Inter-American Development Bank; and Luana Marotta, Inter-American Development Bank