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
1B. 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: Jennifer Hamilton, 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
1C. 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
1D. 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
Chair: Diane August, American Institutes for Research
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
1E. 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
Chair: Beth Schueler, University of Virginia
Portfolio School Reforms and Student Achievement in Washington, D.C.
Dallas Dotter, Mathematica and Duncan Chaplin, Mathematica
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
1F. 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
Chair: Rob Olsen, Westat
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
Eva Yujia Li, University of Connecticut and 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; and Thanh Nguyen, Empirical Education
1G. 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
Chair: Elisa Garcia, SRI International
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 Impact of Approaches to Learning on Early Academic Performance
Bixi Zhang, Michigan State University; and Spyros Konstantopoulos, Michigan State University
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
Session 2 - 9:45 AM - 11:15 AM
2A. 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: Todd Grindal, SRI International
2B. 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, 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: Elizabeth Tipton, Northwestern University
2C. 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
Chair: Nicole Arshan, SRI International
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
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
2D. 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
Chair: Mike Weiss, MDRC
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
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
2E. Advances in Regression Discontinuity Designs
March 12 - 9:45 AM - 11:15 AM
Studio E
Paper Session
Section: Research Methods
Chair: Kelly Hallberg, University of Chicago
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
2F. 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
Chair: Jessalyn James, Brown University
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
2G. Evidence Standards and Synthesis
March 12 - 9:45 AM - 11:15 AM
Salon 1-3
Paper Session
Section: Use of Research Evidence across Settings
Chair: Matthew Soldner, U.S. Department of Education
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
Career Forum - 11:30 AM - 12:30 PM
American Institutes for Research
WestEd
March 12 - 12:30 PM - 1:45 PM
Salon 5
Professional Development Sessions - 12:30 PM - 1:45 PM
Democratizing Evidence in Education: The Search for Balance between Inclusivity and Expertise
March 12 - 12:30 PM - 1:45 PM
Studio B
Professional Development Session
Abstract Slides
Section: Use of Research Evidence across Settings & Organization of Schools and Systems
Moderator: Jim Kohlmoos, EDGE Consulting
Panelists
Ilene Berman, Annie E Casey Foundation
Steven Fleischman, Change Dynamics, LLC
Esther Quintero, Albert Shanker Institute
Lashawn Richburg-Hayes, Insight Policy Research
Vivian Tseng, William T. Grant Foundation
Meeting the Requirements of Funders Around Open Science: Open Resources and Processes for Researchers
March 12 - 12:30 PM - 1:45 PM
Studio D
Professional Development Session
Bryan Cook, Univeristy of Virginia
David Mellor, Center for Open Science
Jessaca Spybrook, Western Michigan University
Expectations by funders for transparent and reproducible methods are on the rise. This session will cover expectations for preregistration, data sharing, and open access results of three key funders of education research including the Institute of Education Sciences, the National Science Foundation, and Arnold Ventures. Presenters will cover practical resources for meeting these requirements such as the Registry for Efficacy and Effectiveness Studies (REES), the Open Science Framework (OSF), and EdArXiv.
Evidence for Federal Agencies: Assessing the Evidence Act at the One-Year Mark
March 12 - 12:30 PM - 1:45 PM
Studio E
Professional Development Session
Moderator: Andy Feldman, Grant Thornton Public Sector
Panelists
Rekha Balu, MDRC
Nick Hart, Data Coalition
Kate Tromble, Results for America
Join us for a discussion with federal evidence experts and thought leaders about the Foundations for Evidence-Based Policymaking Act, which was enacted just over a year ago. We will examine what the legislation is designed to do, its impact to date on federal agencies, and its longer-term potential. We will also consider early lessons from the legislation for education experts and policymakers, at all levels of government, looking to strengthen a culture of evidence-based decision making.
The SREE Summer Fellowship
March 12 - 12:30 PM - 1:45 PM
Studio C
Professional Development Session
Moderator: Geoff Zimmerman, KnowledgeWorks
Panelists:
Kate Caton, Georgia State University
Amanda Danks, North Carolina State University
Rebecca Villarreal, Ascendium
Hear from funders and fellows about this unique partnership, including findings from two projects focused on summer melt and competency based standards and the workforce of the future.
Session 3 - 2:00 PM - 3:30 PM
3A. 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
3B. 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
3C. 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
Chair: Jill Pentimonti, University of Notre Dame
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
3D. 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
Chair: Corinne Alfeld, U.S. Department of Education
Gaining Ground: Findings from the Dana Center Mathematics Pathway Impact Study
Elizabeth Zachry Rutschow, MDRC; 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
Abstract Slides
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
3E. 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
Chair: A. Brooks Bowden, University of Pennsylvania
Estimating Social Return on Investment for a portfolio of programs with missing inputs: Challenges and Innovations
Eric Rolfhus, Westat; Steve Bell, Westat; Matt Finster, Westat; Don Barfield, Westat; and Gay Lamey, 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
3F. 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
Chair: Amanda Inns, Johns Hopkins University
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
3G. 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
Chair: Paula Arce-Trigatti, Rice University
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
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
Session 4: Works in Progress Poster Session - 3:45 PM - 4:45 PM
Coffee Break
Sponsored by MDRC
March 12 - 3:45 - 4:45 PM
Foyer
4A. Academic Learning in Education Settings - In the Pipeline Poster Session
March 12 - 3:45 PM - 4:45 PM
Foyer Group A
Works in Progress Poster Session
1. High School Career and Technical Education: Relationships with Postsecondary Trajectories and Future Labor Outcomes
Monica Mean, University of Maryland - Baltimore County
2. 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
3. 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
4. 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
5. 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
6. 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
7. Works in Progress: Project DIMES- Diagnostic Instrument for Morphology of Elementary Students
TaeYeon Kwon, University of Florida; A. Corinne Huggins-Manley, University of Florida; Amanda P. Goodwin, Vanderbilt University; Jonathan Templin, University of Iowa; Amber E. Benedict, Arizona State University; and Mingying Zheng, University of Iowa
8. 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
9. Individualized, iPad-based Math Instruction – Does an External, Proximal Measure Reveal Differences in Students’ Rates of Learning?
Mari Strand Cary, University of Oregon; Lina Shanley, University of Oregon; Ryann Crowley, Oregon Research Institute; and Sam Choo, University of Oregon
10. 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
11. 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
12. Efficacy Study of a First Grade Integrated Science and Literacy Curriculum
Alison Billman, University of California, Berkeley; Robert Murphy, RAND; Mingyu Feng, WestEd; Daisy Rutstein, SRI International; Christopher J. Harris, WestEd STEM Program
13. 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
4B. Early Childhood Education - In the Pipeline Poster Session
March 12 - 3:45 PM - 4:45 PM
Foyer Group B
Works in Progress Poster Session
14. 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
15. 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
16. 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
17. Young Mathematicians (YM): Expanding an Innovative and Promising Model Across Learning Environments to Promote Preschoolers' Mathematics Knowledge
Jessica Mercer Young, Education Development Center; Kristen Reed, Education Development Center; and Lindsay Clements, Education Development Center
18. 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
19. Moderation of the Cognitive Impacts of Head Start by Children’s Absenteeism
Jill Gandhi, New York University
20. 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
21. 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
4C. Organization of Schools and Systems - In the Pipeline Poster Session
March 12 - 3:45 PM - 4:45 PM
Foyer Group C
Works in Progress Poster Session
22. Testing The Promise Of Restorative Practices For Reducing Teacher Turnover In Hard-To-Staff Schools
Ashley Grant, Johns Hopkins University
23. 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
4D. Postsecondary Education - In the Pipeline Poster Session
March 12 - 3:45 PM - 4:45 PM
Foyer Group D
Works in Progress Poster Session
24. 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
25. 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
26. The Evaluation of Career and College Promise
Julie Edmunds, University of North Carolina at Greensboro and Fatih Unlu, RAND Corporation
4E. Research Methods - In the Pipeline Poster Session
March 12 - 3:45 PM - 4:45 PM
Foyer Group E
Works in Progress Poster Session
27. How Generalizable Are Study Samples Over Time?
Wendy Chan, University of Pennsylvania; Jimin Oh, University of Pennsylvania; and Peihao Luo, University of Pennsylvania
28. Aiming for Representative Samples in Impact Studies: Evidence from Head Start
Emily Diaz, Westat; Stephen Bell, Westat; and Rob Olsen, Westat
29. 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
30. 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
31. 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
32. 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
33. Adjusting standard deviation estimates to account for homogeneity of samples
Kaitlyn G. Fitzgerald, Northwestern University
34. 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
4F. Social and Emotional Learning in Education Settings - In the Pipeline Poster Session
March 12 - 3:45 PM - 4:45 PM
Foyer Group F
Works in Progress Poster Session
35. Measurement in the Context of Intervention
Mark White, University of Oslo
36. 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
37. 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
4G. Teachers and School Leaders - In the Pipeline Poster Session
March 12 - 3:45 PM - 4:45 PM
Foyer Group G
Works in Progress Poster Session
38. 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
39. 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
40. Incorporating an Implementation Intervention for Principals and the Impact on Teacher Fidelity of Implementation 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
41. Teacher Segregation and Effectiveness: Evidence from Pennsylvania
Haisheng Yang, University of Pennsylvania
4H. Use of Research Evidence across Settings - In the Pipeline Poster Session
March 12 - 3:45 PM - 4:45 PM
Foyer Group H
Works in Progress Poster Session
42. Using Research Evidence to Understand Why Some Charter Schools Outperform Others
Rob Olsen, Westat and Sana Ahmed Wilder, Westat
43. Impact of a Comprehensive District-Level Digital Learning Policy on High School Outcomes
Amanda Danks, North Carolina State University
44. 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
Hedges Lecture & Awards Ceremony - 5:00 PM - 6:30 PM
Mobilizing Evidence to Reduce Educational Inequality: A Life-Course Perspective
March 12 - 5:00 PM - 6:30 PM
Salon 1-4
Hedges Lecture
Sponsored by American Institutes for Research, Spencer Foundation, and W.T. Grant Foundation
Stephen Raudenbush, University of Chicago
Hedges Reception
Sponsored in part by WT Grant Foundation
March 12 - 6:30-7:30 PM
Foyer
FRIDAY, MARCH 13
Graduate Student Breakfast
March 13 - 7:00 AM - 8:00 AM
Studio C
Join other students for breakfast and a chance to network.
Session 5 - 8:00 AM - 9:30 AM
5A. 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
Elizabeth Green, Chalkbeat
Sarah D. Sparks, Education Week
Roger Riddell, Education Dive: K-12
Keith Heumiller, CPRE Knowledge Hub
5B. 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; Stacy Ehrlich, NORC at the University of Chicago; John Francis, NORC at the University of Chicago; Amanda Stein, Ounce of Prevention Fund; John Easton, University of Chicago Consortium on School Research; and Sarah Kabourek, NORC at the University of Chicago
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
5C. 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
5D. 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
Chair: Robert Ochsendorf, National Science Foundation
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; Joseph Krajcik, Michigan State University; I-Chien Chen, Michigan State University; Lydia Bradford, Michigan State University; and Sarah Maestrales, Michigan State University
5E. 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
Chair: Rekha Balu, MDRC
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
5F. 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
Chair: Monica Mean, U.S. Department of Education
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
5G. Estimating Treatment Effects and Treatment Effect Variation
March 13 - 8:00 AM - 9:30 AM
Salon 1-3
Paper Session
Section: Research Methods
Chair: Fatih Unlu, RAND
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
5H. 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
Chair: Thomas Kelley-Kemple, Harvard University
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
Session 6 - 9:45 PM - 11:30 PM
6A. 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
6B. 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
Discussant: Cara Jackson, Bellwether Education Partners
6C. 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
6D. 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
Chair: Julie Lorah, Indiana University
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, World Bank; David Evans, Center for Global Development; Deon Filmer, World Bank; Rachel Glennerster, DFID; Halsey Rogers, World Bank; and Shwetlena Sabarwal, World Bank
6E. Researcher-Practitioner Partnerships in Higher Education: Perspectives of Practitioners and Funders
March 13 - 9:45 AM - 11:15 AM
Salon 6
Invited Panel
Description: This moderated panel discussion will reflect insights of practitioners and research funders on creating and sustaining effective researcher-practitioner partnerships (RPPs) that address higher education issues. The discussion will cover the following topics:
- How do the discussants define effective RPPs?
- What are the key ingredients of effective RPPs? What are challenges to initiate, maintain, and sustain such partnerships?
- Which higher education issues are more suitable for RPPs? What types of funding opportunities exist to support RPPs to tackle such issues?
- Which criteria do funders use when evaluating proposals submitted to build new RPPs or sustain existing ones?
- Do practitioners actively seek to form partnerships with researchers? If so, what strategies they use to initiate these?
The session will reserve ample time for questions from those in the audience.
Section: Postsecondary Education & Use of Research Evidence across Settings
Moderator: Fatih Unlu, RAND
Panelists
Adam Gamoran, William T. Grant Foundation
James Benson, Institute of Education Sciences
Matthew Halsapple, Spencer Foundation
Bryan Ryan, Wake Technical Community College
Shane Maloney, University of Wisconsin
6F. 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
6G. 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
Discussant: Constance Lindsay, University of North Carolina - Chapel Hill
Keynote - 11:30 PM - 1:00 PM
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
Speakers:
Steve Ziliak, Roosevelt University
Deborah Mayo, Virginia Tech
Alex Resch, Mathematica
Carrie Conaway, Harvard University
Keynote Lunch
Sponsored by Abt Associates
March 13 - 1:00-1:45
Session 7: Afternoon Poster Session - 1:45 PM - 2:45 PM
7A. Academic Learning in Education Settings - Afternoon Poster Session
March 13 - 1:45 PM - 2:45 PM
Foyer Group A
Poster Session
1. 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
2. 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
3. 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
7B. Early Childhood Education - Afternoon Poster Session
March 13 - 1:45 PM - 2:45 PM
Foyer Group B
Poster Session
4. Examining Mediators of the Effect of a Child Care Intervention on Adult Outcomes
Kylie Garber 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
5. Classroom Context Matters: Observing Dual Language Learners Self-Regulation Skills
Elizabeth Frechette, University of Oklahoma; Brooke Rumper, Temple University; and Daryl Greenfield, University of Miami
6. 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 Garber Bezdek, University of North Carolina at Chapel Hill; and Margaret Burchinal, Frank Porter Graham Child Development Institute
7C. Organization of Schools and Systems - Afternoon Poster Session
March 13 - 1:45 PM - 2:45 PM
Foyer Group C
Poster Session
7. Social Ties as Mediators of Program Impacts in a Literacy Intervention
Thomas Kelley-Kemple, Harvard University and James Kim, Harvard University
7D. Postsecondary Education - Afternoon Poster Session
March 13 - 1:45 PM - 2:45 PM
Foyer Group D
Poster Session
8. Evaluation of the Effect of a Required Online Learning Orientation on the Success of Community College Students in Online Courses
Carrie Bartek, Wake Technical Community College; Suganya Sumithran, Wake Technical Community College; and Rachel Madsen, Wake Technical Community College
7E. Research Methods - Afternoon Poster Session
March 13 - 1:45 PM - 2:45 PM
Foyer Group E
Poster Session
9. 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
10. 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
11. Interpretation and Effect Size Measures for Random Effects in Multilevel Survival Models
Julie Lorah, Indiana University
12. 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
7F. Social and Emotional Learning in Education Settings - Afternoon Poster Session
March 13 - 1:45 PM - 2:45 PM
Foyer Group F
Poster Session
13. 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
14. Emotion Knowledge as a Mediator of School Readiness Outcomes
Leslie Ho, Pennsylvania State University; and Karen Bierman, Pennsylvania State University
15. 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
16. MOOSES: A Framework for Categorizing SEL Measures
Elizabeth Kim, Johns Hopkins University; Sooyeon Byun, Johns Hopkins University; Amanda Inns, Johns Hopkins University; Cynthia Lake, Johns Hopkins University; and Robert Slavin, Johns Hopkins University
7G. Teachers and School Leaders - Afternoon Poster Session
March 13 - 1:45 PM - 2:45 PM
Foyer Group G
Poster Session
17. 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
18. A Brief Self-Compassion Training Boosts Motivational Beliefs and Growth Orientation Toward Teaching Six Months Later: A Longitudinal Field Experiment with First-Year Teachers
Rebecca Baelen, University of Pennsylvania; Brian Galla, University of Pittsburgh; and Rebecca Maynard, University of Pennsylvania
19. 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
20. 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
7H. Use of Research Evidence across Settings - Afternoon Poster Session
March 13 - 1:45 PM - 2:45 PM
Foyer Group H
Poster Session
21. The Research-to-Policy Collaboration Model: Improving the Use of Research Evidence in Policy
Lawrie Green, Pennsylvania State University; Taylor Scott, Pennsylvania State University; and Max Crowley, Pennsylvania State University
22. Toward a Science of Failure Analysis: A Narrative Review
Clara-Christina Gerstner, University of Pennsylvania; Claire Allen-Platt, University of Pennsylvania; Robert Boruch, University of Pennsylvania; and Allen Ruby, U.S. Department of Education
23. 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
24. Forming K-12 Peer School Groups for Benchmarking: A Dynamic Data Visualization Dashboard for Three Southeastern States
Eric Grebing, SERVE Center at UNC Greensboro
Session 8 - 2:45 PM - 4:15 PM
8A. 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
8B. 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
8C. 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
8D. 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
Chair: Sebastián Gallegos V., Inter-American Development Bank
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
8E. Postsecondary Education: Examination of Supply and Demand Factors
March 13 - 2:45 PM - 4:15 PM
Salon 7
Paper Session
Section: Postsecondary Education
Chair: Beth Gamse, Independent Consultant
A Better Path to Opportunity? The Value of Four-Year Public Colleges for Disadvantaged Students
Whitney Kozakowski, Harvard University
Do Postsecondary Training Programs Respond to Changes in the Labor Market?
Michel Grosz, Federal Trade Commission
Do Women Still Earn Less than Men after College Graduation: Evidence from the Baccalaureate and Beyond Longitudinal Study 1993 Cohort
Mengyuan Liang, University of Chicago
8F. Matching and Inferences in Multilevel Studies
March 13 - 2:45 PM - 4:15 PM
Salon 6
Paper Session
Section: Research Methods
Chair: Wendy Chan, University of Pennsylvania
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
8G. 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
Chair: Dan Collier, W.E. Upjohn Insititute for Employment Research
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
8H. 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
Description: This panel will focus on a challenge facing many states and districts: how to staff all schools with a diverse group of highly-effective educators in all content areas. Districts across the country struggle to attract and retain teachers of color and teachers in certain certification areas: science, math, special education, and English learners. Each of the panelists is engaged in partnerships with local states or districts to provide actionable evidence to help them meet their specific needs in building a strong educator workforce. Panelists will discuss their use of data to diagnose pipeline challenges and provide evidence on teacher policies to support local decision-making and policy-setting.
Section: Teachers and School Leaders
Moderator: John Papay, Brown University
Panelists:
Allison Atteberry, University of Colorado - Boulder
Olivia Chi, Harvard University
Dan Goldhaber, American Institutes for Research
Session 9 - 4:45 PM - 6:15 PM
9A. 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
9B. 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)
9C. 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
9D. 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
Chair: Christina Chhin, U.S. Department of Education
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
9E. 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
Chair: Kaleen Healey, Mindset Scholars Network
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
9F. Considerations and Choices in Modeling Complex Data
March 13 - 4:45 PM - 6:15 PM
Studio B
Paper Session
Section: Research Methods
Chair: Nianbo Dong, University of North Carolina - Chapel Hill
Examining the causal direction of synchronous effects in panel models: Using residual-predictor independence tests to identify model misspecifications
Xintong Li, University of Missouri
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
9G. 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
Chair: Seth Hunter, George Mason University
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
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
9H. 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
Session 10: Evening Poster Session - 6:15 PM - 7:15 PM
Poster Session and Hors d'oeuvres Reception
March 13 - 6:15 - 7:15 PM
Foyer
10A. Academic Learning in Education Settings - Evening Poster Session
March 13 - 6:15 PM - 7:15 PM
Foyer Group A
Poster Session
1. 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
2. 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
3. Exploring the Aptitude-by-Treatment Interaction for Latent Subgroups
Wooliya Kim, Vanderbilt University; Douglas Fuchs, Vanderbilt University; Annie Penell, Office of the Superintendent in Public Education; Sam Patton, Vanderbilt University; Emma Hendricks, Martinez Unified School District; Meagan Walsh, Vanderbilt University; and Wen Zhang Tracy, Foundations Early Intervention Services
10B. Early Childhood Education - Evening Poster Session
March 13 - 6:15 PM - 7:15 PM
Foyer Group B
Poster Session
4. Examining the Impacts of Two-Generation Early Intervention Program Services on Parents’ Human Capital and Self-Sufficiency Outcomes
Owen Schochet, Georgetown University
5. 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
6. 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
7. 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
10C. Organization of Schools and Systems - Evening Poster Session
March 13 - 6:15 PM - 7:15 PM
Foyer Group C
Poster Session
8. The Impact of School Desegregation on Individuals’ Racial Attitudes and Politics
Mark Chin, Harvard University
9. Does Weighted Student Funding Yield More Equitable Spending across Schools and More Flexibilities for Principals?
Marguerite Roza, Edunomics Lab, Georgetown University and Hannah Jarmolowski, Edunomics Lab, Georgetown University
10D. Postsecondary Education - Evening Poster Session
March 13 - 6:15 PM - 7:15 PM
Foyer Group D
Poster Session
10. Postsecondary Readiness among English Learner Students in a Large Urban School District
Ryan Eisner, American Institutes for Research and Jose Gonzalez, Cleveland Metropolitan School District
10E. Research Methods - Evening Poster Session
March 13 - 6:15 PM - 7:15 PM
Foyer Group E
Poster Session
11. Structural Model Fit and Construct Reliability: A Monte Carlo Examination of Available Methods
Graham G. Rifenbark, University of Kansas; D. Betsy McCoach, University of Connecticut; and H. Jane Rogers, University of Connecticut
12. Using Multisite Instrumental Variables to Estimate Treatment Effects and Treatment Effect Heterogeneity
Christopher Runyon, National Board of Medical Examiners
13. Pooling Standardized Test Scores Across States: Using NAEP to Standardize and Rescale
Ying Liu, University of Southern California; Janet Li, University of Southern California; Anna Saavedra, University of Southern California; and Shira Korn, University of Southern California
14. 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
15. Estimating Statistical Power When Making Adjustments for Multiple Tests - Design and Software Extensions
Kristin Porter, MDRC; Deni Chen, MDRC; and Zarni Htet, MDRC
16. READS for Summer Learning: A Case Study on Systematic Replication
Sarah Peko-Spicer, Northwestern University
10F. Social and Emotional Learning in Education Settings - Evening Poster Session
March 13 - 6:15 PM - 7:15 PM
Foyer Group F
Poster Session
17. Structural Limitations and Functional Alternatives Reducing Suspensions and Preserving Racial Suspension Gaps
Jose Eos Trinidad, University of Chicago
18. 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
19. 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
10G. Teachers and School Leaders - Evening Poster Session
March 13 - 6:15 PM - 7:15 PM
Foyer Group G
Poster Session
20. School Safety and Teacher Turnover in NYC: A Case of Causal Heterogeneity
Ashley Grant, Johns Hopkins University
21. Emerging Leaders Program: Impacts on Students, Teachers, and Leaders in Three Sites
Nicole Arshan, SRI Education; Katrina Laguarda, SRI Education; Jared Boyce, SRI Education; Andrea Beesley, SRI Education; Rebecca Goetz, SRI Education; Xin Wei, SRI Education; and Elise Levin-Guracar, SRI Education
22. 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
10H. Use of Research Evidence across Settings - Evening Poster Session
March 13 - 6:15 PM - 7:15 PM
Foyer Group H
Poster Session
23. Individual and School-Level Capacity to Critically Evaluate Research: A Multilevel Organizational Analysis
Henry May, University of Delaware; Elizabeth Farley-Ripple, University of Delaware; Horatio Blackman, University of Delaware; Rui Wang, University of Delaware; Kati Tilley, University of Delaware; and Samantha Shewchuk, University of Delaware
24. LEA Use of Evidence in Budget Decisions
Fiona Hollands, Columbia University; Bo Yan, Jefferson County Public Schools; Stephen Leach, Jefferson County Public Schools; Robert Shand, American University; Dena Dossett, Jefferson County Public Schools; Yixin Wang, Columbia University; and Laura Head, Columbia University
25. Testing TIPS with a New Population
Natalie Lacireno-Paquet, WestEd; Raifu Durodoye, Jr., WestEd; Karen Melchior, WestEd; and Herbert Turner, III, Analytica
SATURDAY, MARCH 14
Meet the Funders Breakfast: Perspectives from Foundations
March 14 - 8:00 AM - 9:00 AM
Studio F
Moderator: Bethany Miller, Kresge Foundation
Panelists
Jon Baron, Arnold Ventures
Rebecca Villarreal, Ascendium
Elliot Weinbaum, William Penn Foundation
Join program officers from several foundations for breakfast to hear about their current interest and opportunities in education research, evaluation, and implementation, as well as tips on how to work with this sector and prepare a successful application.
Session 11 - 9:00 AM - 10:30 AM
11A. 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
11B. 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
11C. 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: Joy Lesnick, School District of Philadelphia
Panelists
Kristen Davidson, University of Colorado Boulder
Clare Irwin, Education Development Center / REL Northeast and Islands
Yinmei Wan, American Institutes for Research / REL Midwest
Kelli Cassaday, Michigan Department of Education
11D. 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
11E. Statistical Power in Multilevel Studies
March 14 - 9:00 AM - 10:30 AM
Studio B
Paper Session
Section: Research Methods
Chair: Kyle Cox, University of North Carolina - Charlotte
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
11F. 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
Chair: Mary Kay Dugan, American Institutes for Research
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
11G. Evidence to Insights - Part I: What Works, for Whom, and in What Context
March 14 - 9:00 AM - 10:30 AM
Location: Studio A
Workshop
Presenters
Mikia Manley, Mathematica Policy Research
Erin Dillon, Mathematica Policy Research
Tosin Shenbanjo, Mathematica Policy Research
Session 12 - 10:45 AM - 12:15 PM
12A. 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 and Rebecca Davis, University of Pennsylvania
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
12B. 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
12C. 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
12D. 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
Chair: Emily Doolittle, U.S. Department of Education
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
12E. 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
Chair: Dan Fitzpatrick, University of Michigan
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
12F. Analyzing Complex Data Structures
March 14 - 10:45 AM - 12:15 PM
Salon 6
Paper Session
Section: Research Methods
Chair: Wei Li, University of Alabama
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
12G. 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
Chair: Joy Lesnick, School District of Philadelphia
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
12H. Evidence to Insights - Part II: Meaningful Effects in Your Context
March 14 - 10:45 AM - 12:15 PM
Location: Studio A
Workshop
Presenters
Mikia Manley, Mathematica Policy Research
Erin Dillon, Mathematica Policy Research
Tosin Shenbanjo, Mathematica Policy Research