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Building an Education Science: Investigating Mechanisms
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Program

Jump to: March 3, March 4, March 5, March 6
Download a PDF of the conference program.

THURSDAY MARCH 3, 2011

9:00 AM - 12:00 PM: Workshops

Using Modern Regression Discontinuity Analysis to Measure Effects of Educational Interventions
Howard S. Bloom, MDRC
Culpeper
abstract

Missing Data: It’s Everyone’s Problem
Jennifer Hill, New York University
Latrobe
abstract

Using Instrumental Variables in Education Research
Sean Reardon, Stanford University
Sulgrave - 3rd Floor
abstract


Meta-Analysis of Intervention Research in Education
Sandra Jo Wilson & Mark W. Lipsey, Vanderbilt University
*In association with the Campbell Collaboration
Dumbarton - 3rd Floor
abstract


12:00 PM - 1:00 PM: Program Committee Lunch

1:00 PM - 3:00 PM: Session 1

1A. Early Childhood Education
Which Mechanisms to Target? Efficacy Trials Targeting Different Domains of Development in Early Childhood
Latrobe

Chair: Kristen Bub, Auburn University

Teacher Training, Classroom Consultation, and Child Outcomes in the Foundations of Learning Project
Chrishana M. Lloyd & Megan Millenky, MDRC
abstract
Taxonomic Organization Scaffolds Young Children's Learning from Storybooks: A Design Experiment
Tanya Kaefer, Ashley M. Pinkham, & Susan B. Neuman, University of Michigan
abstractslides
Examining the Efficacy of Foundations of Science Literacy: Exploring Contextual Factors
Jess Gropen & Nancy Clark-Chiarelli, Education Development Center, Stacy B. Ehrlich, Consortium on Chicago School Research, and Yen Thieu, Education Development Center
abstractslides
Scaling Up an Effective Pre-K Mathematics Intervention: Mediators and Child Outcomes
Alice Klein & Prentice Starkey, WestEd, Lydia Deflorio, University of California - Berkeley, and Elizabeth Todd Brown, University of Louisville
abstractslides

1B. School and Classroom-Based Educational Practices Symposium
Four Years of Striving Readers Targeted Interventions: Impact Analyses and Secondary Explorations of Findings
Imperial II

Co-Organizers: Debra Coffey & Jill Feldman, Research for Better Schools

Springfield/Chicopee, MA, Striving Readers Targeted Intervention
Kimberley Sprague, Anita Kite, Karen Hussar, Chandra Haislet, Colleen Zaller, & Joan Ford, Brown University
abstract
Newark, NJ, Striving Readers Targeted Intervention
Allison Meisch & Jennifer Hamilton, Westat
abstract
Mid-South Striving Readers Targeted Intervention
Jill Feldman & Ning Rui, Research for Better Schools
abstractslides
Ohio Striving Readers Targeted Intervention
William Loadman, Richard Lomax, & Raeal Moore, Ohio State University and Jing Zhu, Metis Associates
abstractslides
Portland, OR, Striving Readers Targeted Intervention
Bonnie Faddis & Margaret Beam, RMC Research
abstractslides
Discussant: Cristofer Price, Abt Associates
no slides

1C. Social and Behavioral Processes and Mechanisms in Education Symposium
Impact and Mechanisms of Change of a Multi-Component Intervention Designed to Promote Productive Classroom Contexts for Rural Early Adolescents
Decatur

Organizer: Thomas W. Farmer, Pennsylvania State University

Overview of Project REAL and the Conceptual Foundations of the SEALS Model
Thomas W. Farmer, Pennsylvania State University
abstract
Enhancing the Effects of Teacher Attunement to Student Peer Group Affiliations on the School Social-Affective Context: Promotive Effects of the SEALS Intervention
Jill V. Hamm, University of North Carolina - Chapel Hill
abstract
The Impact of Project REAL on Students' Peer Context
Matthew J. Irvin, University of North Carolina - Chapel Hill
abstract
The School Adjustment of Students in Distinct Risk Configurations: Considerations for the Development of Selected and Indicated Interventions
Robert A. Petrin, Pennsylvania State University
abstract
Discussant: Elise Cappella, New York University
no slides

1D. Post-Secondary Education - Invited Symposium
Does Guidance Lead to Better Postsecondary Results? Results from Five Experimental Studies
Longworth

Organizer: Lashawn Richburg-Hayes, MDRC

The Effects of College Coaching: Evidence from a Randomized Experiment in Student Mentoring
Eric Bettinger & Rachel Baker, Stanford University
abstract
The Impact of Student Supports: Findings on Strategies to Increase Student Success
Susan Scrivener, Michael Weiss, Colleen Sommo, Herbert Collado, & Thomas Brock, MDRC
abstract
Promoting College Application and Enrollment Among Urban Youth
Jacqueline Berman, Mathematica Policy Research, Lorena Ortiz, Berkeley Policy Associates, and Johannes Bos, American Institutes for Research
abstract
Do Late Interventions Matter Too?: Increasing College Applications and Attendance Among High School Seniors
Bruce Sacerdote, Dartmouth College and Scott Carrell, University of California - Davis
abstract
Discussant: Bruce Sacerdote, Dartmouth College
no slides

1E. Education and Social Inequality - Invited Symposium
Effects of School Quality on Academic Outcomes
Sulgrave - 3rd Floor

Organizer: Meredith Phillips, University of California - Los Angeles

Switching School Contexts: Evidence of Academic Effects from a Random-Assignment Desegregation Plan
Kendra Bischoff, Stanford University
no abstract
School Choice and College Attendance: Evidence from Randomized Lotteries
David Deming, Carnegie Mellon University
no abstract
Peer Quality or Input Quality?: Evidence from Trinidad and Tobago
Kirabo Jackson, Northwestern University
no abstract
Housing Policy Is School Policy
Heather Schwartz, RAND
no abstract
Discussant: Stephanie Riegg Cellini, George Washington University
no slides

1F. Education Policy Symposium
The Impact of Conditional Cash Transfers on Children's Educational Processes and Outcomes
Dumbarton - 3rd Floor

Organizer: Pamela Morris, New York University

Toward Reducing Poverty Across Generations: Early Findings from New York City's Conditional Cash Transfer Program
Cynthia Miller & James Riccio, MDRC
abstractslides
Two-Year Impacts of Opportunity NYC by Families' Likelihood of Earning Rewards
Juliette Berg, Pamela Morris, & J. Lawrence Aber, New York University
abstractslides
Opportunity NYC-Family Rewards: Qualitative Study of Family Communication
Carolyn Fraker & David Greenberg, MDRC
abstract
Opportunity NYC-Family Rewards: An Embedded Child and Family Study of Conditional Cash Transfers
J. Lawrence Aber, Pamela Morris, Sharon Wolf, & Juliette Berg, New York University
abstract
Discussant: Martha Moorehouse, U.S. Department of Health and Human Services
no slides

1G. Education Policy
Curriculum & Instruction: Effects and Implementation Issues
Culpeper

Chair: Geoffrey Borman, University of Wisconsin - Madison

Outcomes of a Five-Year Randomized Evaluation of Transitional Bilingual Education
Robert Slavin, Nancy A. Madden, & Margarita Calderon, Johns Hopkins University and Anne Chamberlain, Success for All Foundation
abstract
"Double-Dose" Algebra as a Strategy for Remediation: Classroom Composition and Instruction as Mediators of Policy Effects on Student Achievement
Takako Nomi & Elaine Allensworth, Consortium on Chicago School Research
abstract
Findings from the Reading First Implementation Study 2008-09
Beth Boulay, Beth Gamse, Alyssa Rulf-Fountain, & Fatih Unlu, Abt Associates
abstractslides
Change in Peer Ability as a Mediator and Moderator of the Effect of the Algebra-For-All Policy on Ninth Graders' Math Outcomes
Guanglei Hong, University of Chicago and Takako Nomi, Consortium on Chicago School Research
abstract

1H. Research Methods Symposium
The Age Cutoff Regression-Discontinuity Design for Preschool Effects: Methodological Quirks and Implications for Application
Roosevelt

Organizer: Mark W. Lipsey, Vanderbilt University

Methodological Issues, Implications, and Remedies for the Preschool Age Cutoff Regression-Discontinuity Design
Christina Weiland, Harvard University, Mark W. Lipsey, Vanderbilt University, and Hiro Yoshikawa, Harvard University
abstract
Program Evaluation of an Early Reading First Project Using Regression Discontinuity
Sandra Jo Wilson, Vanderbilt University
abstract
Age Cutoff Regression-Discontinuity Evaluation of the Tennessee Voluntary Pre-Kindergarten Program: Some Conclusions and Conundrums
Mark W. Lipsey & Dale C. Farran, Vanderbilt University
abstract
Discussant: Thomas Cook, Northwestern University
no slides

1I. Invited Symposium
Building Better Measures of Effective Teaching: Year One Results
Forum

Organizer: Steve Cantrell, Bill & Melinda Gates Foundation

Video Scoring
Catherine McClellan, Educational Testing Service
abstractslides
District Perspective
Paulette Poncelet, Pittsburgh Public Schools
abstract
Student Perceptions Survey
Ronald Ferguson, Harvard University
abstract
Preliminary Results - Impact Estimates
Daniel McCaffrey, RAND and Douglas Staiger, Dartmouth College
abstract
Discussant: Robert Granger, William T. Grant Foundation
no slides

Break
no slides

3:30 PM - 5:00 PM: Session 2

2A. Early Childhood Education
Considering Timing, Duration and Specificity of the Impact of Early Intervention
Roosevelt

Chair: Christine Li-Grining, Loyola University

Identifying the Channels through which Head Start Affects Long-Term Outcomes
Joshua Hyman, University of Michigan
abstractslides
Do the Effects of Early Childhood Programs on Academic Outcomes Vary by Gender? A Meta-Analysis
Robert Kelchen & Katherine Magnuson, University of Wisconsin - Madison, Greg Duncan, University of California - Irvine, Holly Schindler, Harvard University, Hilary Shager, University of Wisconsin - Madison, and Hiro Yoshikawa, Harvard University
abstractslides
Which Combination of High Quality Infant-Toddler and Preschool Care Best Promotes School Readiness?
Weilin Li, George Farkas, Greg J. Duncan, Margaret R. Burchinal, Deborah L. Vandell, Erik A. Ruzek, & Tran T. Dang, University of California - Irvine
abstractslides

2B. School and Classroom-Based Educational Practices
Multiple Strategies for Teaching Across Content Areas
Decatur

Chair: Steve Schneider, WestEd

Quizzing Promotes Deeper Acquisition in Middle School Science: Transfer of Quizzed Content to Summative Exams
Pooja K. Agarwal, Mark A. McDaniel, Ruthann C. Thomas, Kathleen B. McDermott, & Henry L. Roediger, Washington University in St. Louis
abstract
An Interdisciplinary Model for Accelerating Student Achievement in Science and Reading Comprehension Across Grades 3-8: Implications for Research and Practice
Nancy R. Romance, Florida Atlantic University and Michael R. Vitale, East Carolina University
abstract
Technology's Impact on Fraction Learning: An Experimental Comparison of Virtual and Physical Manipulatives
Maria Mendiburo & Ted Hasselbring, Vanderbilt University
abstractslides

2C. School and Classroom-Based Educational Practices
Using Math Performance as an Outcome: Three Different Applications

Dumbarton - 3rd Floor

Chair: Michael Vaden-Kiernan, SEDL

Results from a Randomized Trial of Two Algebra Sequences for Underprepared Freshmen
Ruth Curran Neild & Vaughan Byrnes, Johns Hopkins University and Tracy Sweet, Carnegie Mellon University
abstractslides
A Multilevel Analysis of a Guided Inquiry Curriculum Unit on Motion and Force for a Diverse Student Population in "Ability-Grouped" Classrooms
Sharon J. Lynch, George Washington University and Vasuki Rethinam, Montgomery County Public Schools
abstract
The Self-Explanation Effect When Learning Mathematics: A Meta-Analysis
Kelley Durkin, Vanderbilt University
abstractslides

2D. Social and Behavioral Processes and Mechanisms in Education
Effects of Interventions on Non-Achievement Student Outcomes
Sulgrave - 3rd Floor

Chair: David Deming, Carnegie Mellon University

The High-Stakes Effects of "Low-Stakes" Testing
John Papay, Richard J. Murnane, & John B. Willett, Harvard University
abstractslides
The Effectiveness of Mandatory-Random Student Drug Testing
Susanne James-Burdumy, Brian Goesling, & John Deke, Mathematica Policy Research and Eric Einspruch, RMC Research
abstract
Effects of a Multifamily Intervention on Social Capital and Child Outcomes
Adam Gamoran, University of Wisconsin - Madison, Ruth N. Lopez Turley, Rice University, Alyn Turner & Rachel Fish, University of Wisconsin - Madison
abstract

2E. Education Policy
School-Level Strategies for Improving and Measuring Student Achievement
Longworth

Chair: Elaine Allensworth, Consortium on Chicago School Research

The Impact of Different Approaches to School Self Evaluation upon Student Achievement: A Group Randomization Study
Leonidas Kyriakides, University of Cyprus, Bert Creemers, University of Groningen, and Demetris Demetriou, University of Cyprus
abstractslides
Methodological Differentiation in Assessing the Value-Added of Florida's Interim Reading Assessment System to Predicting FCAT's Mean Proficiency
Barbara Foorman & Yaacov Petscher, Florida State University
abstractslides
Proximal Effects of Robust Vocabulary in Primary and Intermediate Grades
Helen Apthorp, McREL, Margaret McKeown, University of Pittsburgh, Charles Igel, Trudy Clemons, Bruce Randel, & Tedra Clark, McREL
abstractslides

2F. Post-Secondary Education
Pulling through the Developmental Math Abyss
Imperial II

Chair: Michal Kurlaender, University of California - Davis

Guiding Math Students to Campus Services: An Impact Evaluation of the Beacon Program at South Texas College
Kristin F. Butcher, Wellesley College, Mary Visher & Oscar S. Cerna, MDRC
abstract
A Multi-Site Study of the Relationship Between High School Mathematics Curricula and Developmental Mathematics Course-Taking and Achievement in College
Michael Harwell, Thomas R. Post, Amanuel Medhanie, Danielle Dupuis, Brandon LeBeau, & Debra Monson, University of Minnesota
abstractslides
The Impact of Developmental Summer Bridge Programs on Students' Success
Josh Pretlow, Heather D. Wathington, & Claire Mitchell, University of Virginia
abstract

2G. Research Methods
Sampling Considerations for Sound Inferences
Forum

Chair: Peter Schochet, Mathematica Policy Research

The Implications of Teacher Selection and Teacher Effects in Individually Randomized Group Treatment Trials
Michael J. Weiss, MDRC
abstract
Biases in Estimating Treatment Effects Due to Attrition in Randomized Controlled Trials and Cluster Randomized Controlled Trials: A Simulation Study
Nianbo Dong & Mark W. Lipsey, Vanderbilt University
abstract
An Investigation of the Within- and Between- District Variance Structure of Academic Achievement in Massachusetts
Eric C. Hedberg, University of Chicago and Larry V. Hedges, Northwestern University
abstractslides

2H. Research Methods
Answers to Challenges in Education
Latrobe

Chair: Rebecca Maynard, Institute of Education Sciences

The Development and Application of Fidelity Measures in a Preschool Curriculum Intervention
Catherine Darrow, University of North Carolina - Chapel Hill and David K. Dickinson, Vanderbilt University
abstract
Extensions of Existing Methods for Use with a New Class of Experimental Designs Useful When There Is Treatment Effect Contamination
Christopher Rhoads, Northwestern University
abstract
Propensity Score Matching and Measurement Error: A Monte Carlo Study
Qiu Wang, Purdue University, Kimberly S. Maier & Richard Houang, Michigan State University
abstract

2I. Career Paths: Quo Vadis?
Culpeper

Jill Constantine, Mathematica Policy Research
James Kemple, Research Alliance for New York City Schools
Ricky Takai, Abt Associates

Moderator: Elizabeth Tipton, Northwestern University
no slides

5:30 PM - 6:00 PM: Welcome - Ballroom
Larry Hedges, SREE President

6:00 PM - 7:00 PM: Opening Address - Ballroom
Modeling Mediation: Causes, Markers, and Mechanisms

Stephen Raudenbush
Lewis-Sebring Distinguished Service Professor
Department of Sociology, University of Chicago
slidesslidesslides and video

7:00 PM - 8:00 PM: Reception - Colonnade - Lobby Level

FRIDAY MARCH 4, 2011

7:30 AM - 8:30 AM: Breakfast - Ballroom

8:30 AM - 10:30 AM: Session 3

3A. Early Childhood Education Symposium
The Effects of Pre-Kindergarten and Pre-Kindergarten Curricula on Emergent Math and Literacy Skills
Culpeper

Organizer: Kerry G. Hofer, Vanderbilt University

An Examination of the Building Blocks Math Curriculum: Results of a Longitudinal Scale-Up Study
Douglas H. Clements & Julie Sarama, University at Buffalo - SUNY, Dale Farran, Mark Lipsey, Kerry G. Hofer, & Carol Bilbrey, Vanderbilt University
abstractslides
The Mechanisms behind the Results: Moderators of Building Blocks Curricular Effects
Dale Farran & Mark Lipsey, Vanderbilt University, Douglas H. Clements & Julie Sarama, University at Buffalo - SUNY, Kerry G. Hofer, Carol Bilbrey, & Elizabeth Vorhaus, Vanderbilt University
abstract
The Effects of Two Language-Focused Preschool Curricula on Children's Achievement through First Grade
Ann Kaiser, David Dickinson, & Megan Roberts, Vanderbilt University, Catherine Darrow, University of North Carolina - Chapel Hill, Jill Freiberg & Kerry G. Hofer, Vanderbilt University
abstract
The Effects of the Tennessee Voluntary Pre-Kindergarten Program: A Randomized Field Experiment
Kerry G. Hofer, Mark Lipsey, Dale Farran, & Carol Bilbrey, Vanderbilt University
abstract
Discussant: Laura Justice, Ohio State University
no slides

3B. School and Classroom-Based Educational Practices
Identifying Instructional Strategies for Heterogeneous Learners

Latrobe

Chair: James Kim, Harvard University

The Influence of Testing Prompt and Condition on Middle School Students' Retell Performance
Deborah K. Reed, University of Texas - El Paso and Yaacov Petscher, Florida Center for Reading Research
abstractslides
The Effects of Cognitive Strategy Instruction on Math Problem Solving of Seventh-Grade Students of Varying Ability
Marjorie Montague, University of Miami, Craig Enders, Arizona State University, and Samantha Dietz, University of Miami
abstractslides
Immersion Versus Primary Language Effects for Growth in Spanish and English Letter-Word Identification Among Children, Classrooms, and Schools
Lee Branum-Martin, Paras D. Mehta, & David J. Francis, University of Houston
abstract
A Randomized Controlled Trial of a Response-to-Intervention (RTI) Tier 2 Literacy Program: Leveled Literacy Intervention (LLI)
Carolyn Ransford-Kaldon, E. Sutton Flynt, & Cristin Ross, University of Memphis
abstractslides
no slides

3C. Social and Behavioral Processes and Mechanisms in Education Symposium
Early Preventive Intervention to Address Problem Behaviors in the Classroom: Improving the Classroom Atmosphere and Engaging Parents in Supporting Teachers' Classroom Practices
Longworth

Organizer: Emily Doolittle, Institute of Education Sciences

BEST in CLASS: Development of a Classroom-Based Intervention Aimed at Reducing Problem Behavior of Young, High-Risk Children
Maureen Conroy, University of Florida and Kevin Sutherland, Virginia Commonwealth University
abstract
A Preliminary Examination of the Efficacy of INSIGHTS in Enhancing the Academic Learning Context
Sandra McClowry, Erin O'Connor, Elise Cappella, & Meghan McCormick, New York University
abstractslides
A Randomized Controlled Trial of ParentCorps/TeacherCorps in Urban Elementary Schools: Achievement, Classroom Behavior, and Parent Involvement from Pre-K through First Grade
Laurie Miller Brotman, Spring Dawson-McClure, Dimitra Kamboukos, Keng-Yen Huang, Esther Calzada, Joseph Palamar, & Jing Wang, New York University
abstractslides
Discussant: David Olds, University of Colorado
no slides

3D. Social and Behavioral Processes and Mechanisms in Education
Teacher Retention, Curricula, and Student Outcomes
Imperial II

Chair: Doug Lauen, University of North Carolina - Chapel Hill

Argumentation as a Path to the Thinking Development of Young Adolescents
Deanna Kuhn & Amanda Crowell, Columbia University
abstractslides
The Extent of Late-Hiring and Its Relationship with Teacher Turnover: Evidence from Michigan
Nathan Jones, Northwestern University, Adam Maier & Erin Grogan, Michigan State University
abstract
Development of the Teachers Supporting Teachers in Urban Schools Program: What Iterative Research Designs Can Teach Us
Elisa S. Shernoff, Stacy L. Frazier, Ane Marinez-Lora, Marc S. Atkins, & Joanna Keel, University of Illinois - Chicago
abstract
Effects of Problem Based Economics on High School Economics Instruction
Neal Finkelstein & Thomas Hanson, WestEd
abstractslides

3E. Education and Social Inequality - Invited Symposium
Interventions Designed to Improve ELL Students' Literacy Skills
Sulgrave - 3rd Floor

Organizer: Meredith Phillips, University of California - Los Angeles

Designing Literacy Instruction Across Languages: Results from a Quasi-Experimental Study
Patrick Proctor, Boston College, Gina Biancarosa, University of Oregon, Bridget Dalton, Vanderbilt University, and Paola Uccelli, Harvard University
no abstract
Effects of Academic Vocabulary Instruction for Linguistically Diverse Adolescents
Nonie Lesaux, Harvard University, Michael J. Kieffer, Columbia University, and Joan G. Kelley, Harvard University
no abstract
Enhancing Comprehension and Vocabulary Outcomes in Social Studies for Middle School English Language Learners: Findings from 3 Experimental Studies
David Francis, University of Houston and Sharon Vaughn, University of Texas - Austin
no abstract
Discussant: Elizabeth Albro, Institute of Education Sciences
no slides

3F. Education Policy
Understanding Value-Added Measures

Roosevelt

Chair: Douglas Harris, University of Wisconsin - Madison

Defining School Value-Added: Do Schools That Appear Strong on One Measure Appear Strong on Another?
Allison Atteberry, Stanford University
abstract
Evaluating Value-Added Methods for Estimating Teacher Performance
Cassandra Guarino, Mark Reckase, & Jeffrey Wooldridge, Michigan State University
abstract
Teacher Effectiveness on High- and Low-Stakes Tests
Sean Corcoran, New York University, Jennifer Jennings, Harvard University, and Andrew Beveridge, Queens College, CUNY
abstract

3G. Education Policy
Effects of Accountability on Practice and Student Outcomes
Dumbarton - 3rd Floor

Chair: Adam Gamoran, University of Wisconsin - Madison

Under Pressure: Job Security, Resource Allocation, and Productivity in Schools Under NCLB
Randall Reback & Jonah Rockoff, Columbia University and Heather L. Schwartz, RAND
abstract
Accountability and Teacher Practice: Investigating the Impact of a New State Test and the Timing of State Test Adoption on Teacher Time Use
Erin F. Cocke, Jack Buckley, & Marc A. Scott, New York University
abstractslides
First-Grade Retention: Effects on Children's Actual and Perceived Performance throughout Elementary Education
Mieke Goos, Jan Van Damme, Patrick Onghena, & Katja Petry, Catholic University of Leuven
abstractslides
Games Schools Play: How Schools Near the Proficiency Threshold Respond to Accountability Pressures Under No Child Left Behind
Vivian Wong, Northwestern University
abstract

3H. Research Methods Symposium
Statistical Approaches to Studying Mediator Effects In Education Research
Forum

Organizer: Howard Bloom, MDRC

Under What Assumptions Do Site-by-Treatment Instruments Identify Average Causal Effects?
Sean Reardon, Stanford University and Stephen W. Raudenbush, University of Chicago
abstract
Assessing Compliance-Effect Bias in the Two Stage Least Squares Estimator
Sean Reardon, Stanford University, Fatih Unlu, Abt Associates, Pei Zhu & Howard Bloom, MDRC
abstractslides
Mediation and Spillover Effects in Group-Randomized Trials with Application to the 4Rs Evaluation
Tyler J. VanderWeele, Harvard University, Guanglei Hong, University of Chicago, Stephanie M. Jones, Harvard University, and Joshua L. Brown, Fordham University
abstract
Discussant: Peter Schochet, Mathematica Policy Research
no slides

11:00 AM - 12:00 PM: Plenary - Ballroom
Infusing Evidence into Federal Policy and Practice
Kathy Stack
Deputy Associate Director of Education, Income Maintenance, and Labor
Office of Management and Budget
Introduction: Jon Baron, Chairman, National Board for Education Sciences

slides

12:00 PM - 1:00 PM: Lunch - Ballroom

1:00 PM - 3:00 PM: Session 4

4A. Early Childhood Education
Multiple Perspectives on Instructional Practice in Early Educational Settings

Decatur

Chair: Jason Downer, University of Virginia

How Do Vocabulary Interventions Affect Young At-Risk Children's Word Learning: A Meta-Analytic Review
Loren M. Marulis & Susan B. Neuman, University of Michigan
abstractslides
Implementation Fidelity and Teachers' Engagement in a Course on Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge and Practice
Bridget K. Hamre, University of Virginia, Anne Henry, Johns Hopkins University, Jennifer Locasale-Crouch, Jason Downer, & Robert Pianta, University of Virginia, Margaret Burchinal, University of North Carolina - Chapel Hill, and Carollee Howes, University of California - Los Angeles
abstract
The Impact of Instructional Practices on Early Elementary Mathematics Achievement: An Empirical Guide to Analyzing Program Effects in Non-Experimental Longitudinal Data
Cassandra M. Guarino, Michigan State University, Anna E. Bargagliotti, University of Memphis, William M. Mason, University of California - Los Angeles, and Steven Dieterle, Michigan State University
abstractslides

4B. School and Classroom-Based Educational Practices
High School (and Later) Success: Which Approaches are Effective?
Longworth

Chair: Dylan Conger, George Washington University

The Impact of the Early College High School Model on Core 9th and 10th Grade Student Outcomes
Julie Edmunds, University of North Carolina - Greensboro, Lawrence Bernstein, RTI International, Fatih Unlu, Abt Associates, Elizabeth Glennie, RTI International, and Nina Arshavsky, University of North Carolina - Greensboro
abstract
Evidence-Based Evaluation of the Effectiveness of Problem-Based Learning in a Pre-College Population
Clarice Wirkala & Deanna Kuhn, Columbia University
abstractslides
Supports for High School Success: An Evaluation of the Texas Ninth Grade Transition and Intervention Grant Program
Kelly Hallberg, Andrew Swanlund, & Lisa Hoogstra, American Institutes for Research
abstractslides

4C. Education Policy
Effects of Teacher and School Performance Incentives

Forum

Chair: Eric Bettinger, Stanford University

The Effects of School Wide Bonuses on Student Achievement: Regression Discontinuity Evidence from North Carolina
Douglas Lee Lauen, University of North Carolina - Chapel Hill
abstract
Teacher Pay for Performance: Experimental Evidence from the Project on Incentives in Teaching (POINT)
Matthew Springer & Dale Ballou, Vanderbilt University, Laura Hamilton, Vi-Nhuan Le, J.R. Lockwood, Dan McCaffrey, & Brian Stecher, RAND
abstract
Team Pay for Performance: Experimental Evidence from Round Rock's Project on Incentives in Teaching
Dan McCaffrey & John Pane, RAND, Matthew Springer & Susan Burns, Vanderbilt University, and Ann Haas, RAND
abstract

4D. Education Policy
Effects of Systemic Reform
Culpeper

Chair: Randall Reback, Columbia University

Effects of a Data-Driven District Reform Model
Robert E. Slavin & Alan Cheung, Johns Hopkins University, GwenCarol Holmes, Nancy A. Madden, & Anne Chamberlain, Success for All Foundation
abstract
Closing Schools in a Shrinking District: Does Student Performance Depend on Which Schools Are Closed?
John Engberg, RAND, Dennis Epple, Carnegie Mellon University, Brian Gill, Mathematica Policy Research, Holger Sieg, University of Pennsylvania, Gema Zamarro, RAND, and Ron Zimmer, Vanderbilt University
abstractslides
Transforming the High School Experience: How New York City's New Small Schools Are Boosting Student Achievement and Graduation Rates
Howard Bloom, MDRC, Saskia Levy Thompson, NYC Department of Education, and Rebecca Unterman, MDRC
abstract

4E. Post-Secondary Education
Increasing Persistence through Available Levers

Latrobe

Chair: Thomas Brock, MDRC

How Need-Based Financial Aid Reduces College Attrition Among Low-Income Public University Students: The Role of Time Use
Sara Goldrick-Rab, Douglas Harris, & James Benson, University of Wisconsin - Madison
abstract
What's Luck Got to Do with It? College Course Registration and Time to Degree
Michal Kurlaender & Jacob Jackson, University of California - Davis, Jessica Howell, California State University - Sacramento, and Eric Grodsky, University of Minnesota
abstract
Learning Communities for Developmental Education Students: Early Results from Randomized Experiments at Three Community Colleges
Michael J. Weiss, Mary G. Visher, & Evan Weissman, MDRC
abstract

4F. Research Methods
Drawing Inferences with Observational Data
Sulgrave - 3rd Floor

Chair: Jennifer Hill, New York University

Bayesian Propensity Score Analysis: Simulation and Case Study
David Kaplan & Cassie J. S. Chen, University of Wisconsin - Madison
abstractslides
Using Propensity Score Matching Methods to Improve Generalization from Randomized Experiments
Elizabeth Tipton, Northwestern University
abstract
Structural Equation Modeling Based Quasi-Experimental Synthetic Cohort Design
Qiu Wang, Purdue University, Kimberly Maier & Richard Houang, Michigan State University
abstract

4G. Research Methods Symposium
Understanding What Works Clearinghouse Evidence Standards
Dumbarton - 3rd Floor

Organizer: Jill Constantine, Mathematica Policy Research

Understanding the What Works Clearinghouse Standards for Regression Discontinuity Designs
John Deke & Jill Constantine, Mathematica Policy Research
abstractslides
What Works Clearinghouse (WWC) Standards for Evaluating Single Case Designs (SCDs)
Shannon Monahan, Mathematica Policy Research, Thomas Kratochwill, University of Wisconsin, and Stephen Lipscomb, Mathematica Policy Research
abstract

4H. The Inside Track: Finding Funding from Federal Agencies
Roosevelt

Elizabeth Albro, Institute of Education Sciences

Sue Allen, National Science Foundation

Brett Miller, Eunice Kennedy Shriver National Institute of Child Health and Human Development
abstract

3:30 PM - 5:00 PM: Keynote Address - Ballroom
Improving the Life Chances of Disadvantaged Children and Families with Home Visiting by Nurses

David Olds
Director, Prevention Research Center for Family and Child Health
Department of Pediatrics, University of Colorado
Introduction: Laurie Miller Brotman, SREE Spring 2011 Program Committee
abstractslidesvideoslides and video

5:00 PM - 7:00 PM: Reception - Ballroom Level
Sponsor: American Institutes for Research

5:00 PM - 7:00 PM: Virtual Poster Session - Direct Exchange
Roosevelt

Early Childhood Education
Roosevelt

Variability in Preschool Teachers' Interactions with Children as a Predictor of Children's Development
Timothy W. Curby, George Mason University, Laura L. Brock, College of Charleston, and Bridget K. Hamre, University of Virginia
abstractposter
Child Care Subsidies and Child Development: Potential Causal Mechanisms
Laura Hawkinson, University of Pennsylvania
abstractposter
Using Early Literacy Profiles of Hispanic English Language Learners to Predict Later Reading Achievement
Francis Huang, Karen Ford, & Marcia Invernizzi, University of Virginia
abstractposter
Long-Term Follow Up of CSRP: Understanding Students' Academic Achievement Post-Treatment
Jaclyn M. Lennon & Christine Li-Grining, Loyola University Chicago, C. Cybele Raver & Rachel A. Pess, New York University
abstractposter
Inattention and Impulsivity: Differential Impact on School Readiness Capacities
Tyler Sasser & Karen L. Bierman, Pennsylvania State University
abstractposter
Preschool Center Quality and School Readiness: Quality Main Effects and Variation by Demographic and Child Characteristics
Tran Dang, George Farkas, Margaret R. Burchinal, Greg J. Duncan, Deborah L. Vandell, Weilin Li, & Erik A. Ruzek, University of California - Irvine and Carollee Howes, University of California - Los Angeles
abstractposter

School and Classroom-Based Educational Practices
Roosevelt

Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics with Trajectories and Technologies: Mechanisms of Persistence of Effects
Douglas H. Clements, Julie Sarama, Mary Elaine Spitler, & Christopher B. Wolfe, University at Buffalo - SUNY
abstractposter
Preventing School Dropout with Secondary Students: The Implementation of an Individualized Reading Intervention and Dropout Prevention Intervention
Jade Wexler, Sharon Vaughn, Greg Roberts, Nicole Pyle, Jacob Williams, & Anna Maria Fall, University of Texas - Austin
abstractposter
The Differential Effectiveness of the M@t.abel Teacher Professional Development Program in Mathematics in Italy: Evidence from a Random Assignment Evaluation
Gianluca Argentin, University of Milano - Bicocca, Piero Cipollone, World Bank, Alberto Martini, University of Piemonte Orientale, Aline Pennisi, MEF - Ministry of Economy and Finance, and Daniele Vidoni, INVALSI
abstract
Evaluation of Massachusetts Expanded Learning Time (ELT) Initiative: Implementation and Outcomes after Four Years
Beth Boulay, Beth Gamse, Amy Checkoway, Kenyon Maree, & Lindsay Fox, Abt Associates
abstractposter
The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 2 Replication
Elizabeth Swanson & Sarojani S. Mohammed, University of Texas - Austin, Alison Gould Bourdman, University of Colorado - Boulder, Sharon Vaughn, University of Texas - Austin, Janette Klingner, University of Colorado - Boulder, Greg Roberts & Audrey Leroux, University of Texas - Austin
abstractposter
Rimac: A Natural-Language Dialogue System That Engages Students in Deep Reasoning Dialogues About Physics
Sandra Katz, Pamela Jordan, & Diane Litman, University of Pittsburgh
abstractposter
Integrated Literacy for Students with Moderate Intellectual Disabilities
Paul Alberto & Laura Fredrick, Georgia State University
abstractposter
Student and Teacher Impacts of Professional Development in Classroom Assessment for Student Learning
Bruce Randel, Andrea D. Beesley, Tedra F. Clark, & Xin Wang, McREL
abstractposter
Beyond Treatment and Control: The Contribution of Fidelity of Implementation of the Responsive Classroom Approach on Teacher-Student Interaction Quality in the First Year of an Experimental Field Trial
Tashia Abry, Sara Rimm-Kaufman, Claire Cameron Ponitz, & James Peugh, University of Virginia
abstractposter
Findings from a Three Year Treatment within a Response to Intervention Framework for Students in Grade 6 with Reading Difficulties
Audrey Leroux, Sharon Vaughn, Greg Roberts, & Jack Fletcher, Texas Center for Learning Disabilities
abstractposter

Social and Behavioral Processes and Mechanisms in Education
Roosevelt

Preliminary Analysis of a Randomized Trial of Computer Attention Training in Children with Attention-Deficit/Hyperactivity Disorder
Naomi Steiner, Tahnee K. Sidhu, Elizabeth Frenette, Kathryn Mitchell, & Ellen Perrin, Tufts Medical Center
abstractposter
Online Universal Screening and Behavioral Progress Monitoring: Assessing Social Validity, Usability and Intent to Use by K-3 Teachers
Jeffrey Sprague, University of Oregon, Jordan Pennefather, Jessie Marquez, Pamela Yeaton, & Brion Marquez, Iris Educational Media
abstractposter
Executive Function as a Mediator of Effects on Kindergarten Learning Behaviors One Year after the Pre-K Head Start REDI Intervention
Alexandra Ursache & Clancy Blair, New York University, Karen Bierman & Robert Nix, Pennsylvania State University
abstractposter
Students' Perceptions of Social Relatedness in the Classroom: The Roles of Student-Teacher Interaction Quality, Children's Aggressive Behaviors, and Peer Rejection
Rebecca A. Madill & Scott D. Gest, Pennsylvania State University and Philip C. Rodkin, University of Illinois - Urbana/Champaign
abstractposter
Between-Classroom Differences in Peer Network Features and Students' Perceptions of the Classroom Environment
Kathleen Zadzora & Scott D. Gest, Pennsylvania State University and Philip C. Rodkin, University of Illinois - Urbana/Champaign
abstractposter
Teaching Practices and Features of Classroom Peer Networks
Scott Gest, Pennsylvania State University and Philip Rodkin, University of Illinois - Urbana/Champaign
abstractposter

Education and Social Inequality
Culpeper

Does High Quality Childcare Narrow the Achievement Gap at Two Years of Age?
Erik Ruzek, Margaret Burchinal, George Farkas, Greg Duncan, Tran Dang, & Weilin Lee, University of California - Irvine
abstractposter
Did School Finance Equalization Increase Revenue Instability for School Districts?
Rekha Balu, Stanford University
abstractposter

Education Policy
Culpeper

Measuring the Impact of the Michigan Merit Curriculum and Promise Scholarship: MCER a Collaboration in Progress
Kaitlin Obenauf & Quentin Brummet, Michigan State University
abstractposter
Effects of Teacher Credentials, Coursework, and Certification on Student Achievement in Math and Reading in Kindergarten: An ECLS-K Study
James Leak & George Farkas, University of California - Irvine
abstractposter
The College Ambition Program: Indicators of College Plans- Ambitions and Test Scores
Justina Judy, Michigan State University
abstractposter
Examining the Effectiveness of a Train-the-Trainer Model: Training Teachers to Use Pivotal Response Training
Jessica Suhrheinrich, University of California - San Diego
abstractposter

Post-Secondary Education
Roosevelt

Evaluating the Effects of Basic Skills Mathematics Placement on Academic Outcomes of Community College Students
Tatiana Melguizo, University of Southern California, Hans Bos, American Institutes for Research, George Prather, Los Angeles Community College District, and Bo Kim, University of Southern California
abstractposter

Research Methods
Culpeper

A Framework for Designing Cluster Randomized Trials with Binary Outcomes
Jessaca Spybrook, Western Michigan University and Andres Martinez, University of Michigan
abstractposter
Power Analysis for Anticipated Non-Response in Randomized Block Designs
James E. Pustejovsky, Northwestern University
abstractposter
Constructing Counterfactuals in a Multisite Observational Study Using Propensity Score Matching and Multilevel Modeling: An Empirical Example Looking at the Effect of 8th Grade Algebra Across Students and Schools
Jordan H. Rickles, University of California - Los Angeles
abstractposter
Multilevel Propensity Score Matching Within and Across Schools
Benjamin Kelcey, Wayne State University
abstractposter
Beyond Binary: Using Propensity Scores to Account for Varying Levels of Program Participation in Randomized Controlled Trials
Elizabeth A. Stuart & Siri Warkentien, Johns Hopkins University and Booil Jo, Stanford University
abstractposter
External Validity in the Context of RCTs: Lessons from the Causal Explanatory Tradition
Andrew Jaciw & Denis Newman, Empirical Education
abstractposter
The Use of Moderator Effects for Drawing Generalized Causal Inferences
Andrew Jaciw, Empirical Education
abstractposter

7:00 PM - 9:00 PM: Graduate Student Organization: Reception - Roosevelt

7:00 PM - 10:00 PM: Board Dinner



SATURDAY MARCH 5, 2011

7:30 AM - 8:30 AM: Breakfast - Ballroom

8:30 AM - 9:30 AM: Panel - Ballroom
Beyond Impact Estimates: What Do We Need to Build an Explanatory Science of Education?
slides

Moderator: John Easton, Director, Institute of Education Sciences

Rebecca Maynard, Commissioner, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences

Michael McPherson, President, Spencer Foundation

Judith D. Singer, Senior Vice Provost and James Bryant Conant Professor of Education, Harvard University

10:00 AM - 12:00 PM: Session 5

5A. Early Childhood Education - Invited Symposium
Testing Questions of Mechanism within Early Educational Interventions That Used Experimental or Quasiexperimental Design: Four Alternative Approaches
Roosevelt

Organizer: C. Cybele Raver, New York University

The Impact of an Urban Universal Public Prekindergarten Program on Children's Early Numeracy, Language, Literacy, and Executive Function Outcomes
Christina Weiland & Hirokazu Yoshikawa, Harvard University
abstract
Timing Issues with Early Childhood Education Programs: How Effect Sizes Vary by Starting Age, Program Duration and Persistence of Effects
Greg J. Duncan, James A. Leak, & Weilin Li, University of California - Irvine, Katherine Magnuson, University of Wisconsin - Madison, Holly Schindler & Hiro Yoshikawa, Harvard University
abstract
School Climate in Urban Elementary Schools: Its Role in Predicting Low-Income Children's Transition from Early Educational RCT to Kindergarten
Amy E. Lowenstein & C. Cybele Raver, New York University, Stephanie M. Jones, Harvard University, Fuhua Zhai & Rachel A. Pess, New York University
abstract
Complex Setting-Level Interventions in Social-Emotional Learning: Testing Multi-Level Causal Processes in the School-Randomized Evaluation of the 4Rs Program
Stephanie M. Jones, Harvard University, Joshua L. Brown, Fordham University, and J. Lawrence Aber, New York University
abstract
Discussant: Scott Gest, Pennsylvania State University
no slides

5B. School and Classroom-Based Educational Practices
Multi-Modal Approaches to Improving Reading Performance

Culpeper

Chair: David Francis, University of Houston

Effects of Cooperative Writing with Embedded Multimedia: A Randomized Experiment
Nancy Madden & Robert Slavin, Johns Hopkins University and Michele Logan, Success for All Foundation
abstract
A Follow Up Randomized Controlled Trial of 'Time to Read': a Volunteer Mentoring Program
Sarah Miller, Paul Connolly, & Lisa K. Maguire, Queen's University Belfast
abstract
The Impact of Thinking Reader Software Program on Grade 6 Reading Vocabulary, Comprehension, Strategies, and Motivation
Marjorie Chinen & Lindsay Fryer, American Institutes for Research, Kathryn Drummond, Education Policy Improvement Center, Teresa Garcia Duncan, ICF International, and H. Ray Miller, University of Pittsburgh
abstract
Addressing Socio-Economic Disparities in Non-Cognitive and Cognitive Skills through Summer Book Reading: Results from a Longitudinal Randomized Experiment
James Kim, Harvard University and Jonathan Guryan, Northwestern University
abstract

5C. Social and Behavioral Processes and Mechanisms in Education Symposium
Recent Systematic Reviews in Education from the Campbell Collaboration
Decatur

Organizer: Sandra Jo Wilson, Vanderbilt University

Dropout Prevention and Intervention Programs: Effects on School Completion and Dropout Among School-Aged Children and Youth
Sandra Jo Wilson, Vanderbilt University
abstract
A Systematic Review and Meta-Analysis of Indicated Interventions to Increase School Attendance
Brandy R. Maynard, Loyola University Chicago
abstract
The Effect of Cooperative Learning on Inter-Ethnic Relations in Schools
Philip Curry, Trinity College, Dublin
abstract
Teacher Classroom Management Practices: Effects on Disruptive or Aggressive Student Behavior
Regina M. Oliver, Vanderbilt University
abstract
Discussant: Mark Dynarski, Pemberton Research
no slides

5D. Education and Social Inequality Symposium
Intervention Research and Issues for Adult Struggling Readers
Longworth

Organizer: Daphne Greenberg, Georgia State University

A Randomized Control Study of Instructional Approaches for Struggling Adult Readers
Daphne Greenberg, Georgia State University, Justin C. Wise, Oglethorpe University, and Robin Morris, Georgia State University
no abstract
Efficacy of Learning Strategies Instruction in Adult Reading Instruction
Michael F. Hock & Daryl F. Mellard, University of Kansas
no abstract
Effects of a Structured Decoding Curriculum on Adult Literacy Learners' Reading Development
Judith A. Alamprese, Abt Associates, Charles A. MacArthur, University of Delaware, Cristofer Price, Abt Associates, and Deborah Knight, Atlanta Speech School
no abstract
Discussant: Brett Miller, Eunice Kennedy Shriver National Institute of Child Health and Human Development
no slides

5E. Education Policy Symposium
School Choice and Innovation: Investigating Mechanisms in Charter Schools
Sulgrave - 3rd Floor

Organizer: Mark Berends, University of Notre Dame

Does Charter Status Determine Preferences? Comparing the Hiring Preferences of Charter and Traditional Public School Principals
Marisa Cannata & Mimi Engel, Vanderbilt University
abstract
Choosing More School: Extended Time Policies and Student Achievement Across Seasons in Charter and Traditional Public Schools
Marc L. Stein & Bess A. Rose, Johns Hopkins University
abstract
Ability Grouping, Classroom Instruction, and Students' Mathematics Gains in Charter and Traditional Public Schools
Mark Berends & Kristi Donaldson, University of Notre Dame
abstract
Much Ado About Nothing? Innovation in Charter Schools
Ellen Goldring & Courtney Preston, Vanderbilt University, Mark Berends, University of Notre Dame, and Marisa Cannata, Vanderbilt University
abstract
Discussants: Douglas Harris, University of Wisconsin - Madison and Julian Betts, University of California - San Diego
no slides

5F. Research Methods Symposium
Matching Strategies for Causal Inference
Forum

Organizer: Thomas D. Cook, Northwestern University

Matching Strategies for Observational Data with Multilevel Structure
Peter M. Steiner, University of Wisconsin - Madison
abstract
The Role of Pretest and Proxy-Pretest Measures of the Outcome for Removing Selection Bias in Observational Studies
Kelly Hallberg, Northwestern University, Peter M. Steiner, University of Wisconsin - Madison, and Thomas. D. Cook, Northwestern University
abstractslides
Using Local Matching to Improve Estimates of Program Impact: Evidence from Project STAR
Nathan Jones, Northwestern University, Peter M. Steiner, University of Wisconsin - Madison, and Thomas D. Cook, Northwestern University
abstract
How Can Comparison Groups Strengthen Regression Discontinuity Designs?
Coady Wing & Thomas D. Cook, Northwestern University
abstract
Discussant: Mark Lipsey, Vanderbilt University
no slides

5G. Research Methods
Design Issues in Educational Research
Dumbarton - 3rd Floor

Chair: Robert Boruch, University of Pennsylvania

Statistical Power for Binary Outcomes for Clustered RCTs of Education Interventions
Peter Z. Schochet, Mathematica Policy Research
abstract
Changes in the Precision of a Study from Planning Phase to Implementation Phase: Evidence from the First Wave of Group Randomized Trials Launched by the Institute of Education Sciences
Jessaca Spybrook, Monica Lininger, & Anne Cullen, Western Michigan University
abstract
A Re-Examination of the Education Production Function Using Individual Participant Data
Therese D. Pigott, Ryan T. Williams, & Joshua R. Polanin, Loyola University Chicago
abstractslides
The Threshold of Embedded M Collider Bias and Confounding Bias
Benjamin Kelcey, Wayne State University and Joanne Carlisle, University of Michigan
abstract

5H. Career Paths
Perspectives from Regional Education Laboratories

Imperial II

Lou Cicchinelli, McREL
abstract

Matt Dawson, American Institutes for Research

Julie Kochanek, Education Development Center

Moderator: Michael Weiss, MDRC
no slides

2:00 PM - 5:00 PM: Short Course Part I - Roosevelt

Value-Added Models for Analyzing Teacher Effectiveness
Daniel F. McCaffrey, RAND
abstract

6:00 PM - 8:00 PM: Short Course Dinner - Culpeper


SUNDAY MARCH 6, 2011

8:00 AM - 9:00 AM: Short Course Breakfast - Longworth

9:00 AM - 12:00 PM: Short Course Part II - Culpeper
The Short Course which began on Saturday afternoon continues through Sunday morning.

 
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