Improving Lives Through Research®

Publications

Isenberg E. and Webber A. (2021).

State and district use of Title II, Part A funds in 2018–19.

(NCEE 2021-006). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Source (PDF)
Finster M. and Milanowski A. (2021).

Assessing teachers’ perceptions of alignment of human capital management of teacher leadership initiatives.

Journal of Education Human Resources, 38(1), 54-74.
DOI
Munk T., Rui N., Zhu W., and Carlson E. (2021).

Using state data sets and meta-analysis of low-powered studies to evaluate a school-based dropout prevention program for students with disabilities.

Studies in Educational Evaluation, 68.
Source | DOI
Finster M. and Feldman J. (2021).

Cost-effectiveness of a statistics-based approach to developmental mathematics education.

Journal of College Student Retention: Research, Theory & Practice.
Source | DOI
Gray L. and Lewis L. (2020).

Teachers’ use of technology for school and homework assignments: 2018–19.

(NCES 2020-048). Washington, DC: National Center for Education Statistics, U.S. Department of Education.
Source (PDF)
Troppe P., Isenberg E., Milanowski A., Garrison-Mogren R., Rizzo L., Gill B.P., Ross C., Dillon E., and Li A. (2020).

The transition to ESSA: State and district approaches to implementing Title I and Title II-A in 2017–18.

(NCEE 2021-002). Washington, DC: National Center for Education Evaluation and Regional Assistance.
Source (PDF)
Clark M.A. and Isenberg E. (2020).

Do Teach For America corps members still improve student achievement? Evidence from a randomized controlled trial of Teach For America's scale-up effort.

Education Finance and Policy, 15(4), 736-760.
Source | DOI
Gottfredson D. C., Crosse S., Tang Z., Bauer E. L., Harmon M.A., Hagen C. A., and Greene A. D. (2020).

Effects of school resource officers on school crime and responses to school crime.

Criminology and Public Policy, 19(3), 905-940.
DOI
Chaney B., Braun H., and Jenkins F. (2020).

Novice middle school teachers’ preparedness for teaching, and the helpfulness of supports: A survey of one state.

Education Policy Analysis Archives, 28(107), 1-36.
Source | DOI
Benton K., Butterfield K., Manian N., Molina M., and Richel M. (2020).

Returning to school: A toolkit for principals.

Rockville, MD: National Comprehensive Center at Westat.
Source (PDF)
Finster M.P. and Feldman J. (2020).

Cost-effectiveness of 2 support models for a healthy school initiative.

Journal of School Health, 90(9), 724-730.
Source | DOI | PubMed
Chaney B. and Lake R. (2020).

What constitutes success in postsecondary education?.

College and University, 95(2), 10-17.
Source
Krenzke T., Mohadjer L., Li J., Erciulescu A.L., Fay R., Ren W., Van de Kerckhove W., Li L., and Rao J.N.K. (2020).

Program for the International Assessment of Adult Competencies. State and county estimation methodology report.

(NCES2020225). Washington, DC: U.S. Department of Education.
Source (PDF)
Krenzke T., Van de Kerckhove W., Thornton N., Diaz-Hoffmann L., Hogan J., Mohadjer L., Li L., Li J., Yamamoto K., Khorramdel L., and Ali U. (2019).

U.S. Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014/2017: Main Study, National Supplement, and PIAAC 2017 technical report.

(NCES 2020-224). Washington, DC: National Center for Education Statistics, U.S. Department of Education.
Webber A., Rui N., Garrison-Mogren R., Olsen R.B., and Gutmann B. (2019).

Evaluation of the DC Opportunity Scholarship Program: Impacts three years after students applied.

(NCEE 2019-4006). Washington, DC: Institute of Education Sciences, U.S. Department of Education.
Source (PDF)
Cantor D., Fisher B., Chibnall S., Harps S., Townsend R., Thomas G., Lee H., Kranz V., Herbison R., and Madden K. (2019).

Report on the AAU Campus Climate Survey on Sexual Assault and Misconduct.

Washington, DC: Association of American Universities.
Source (PDF)
Munk T., O'Hara N., and Sulzberger L.A. (2019).

Examining representation and identification: Over, under, or both? (Version 2.0).

Rockville, MD: Westat.
Source (PDF)
Zehler A.M., Miyaoka A., Chaney B., Orellana V., Vahey P., Torre Gibney D., Yee K., and Yilmazel-Sahin Y. (2019).

Supporting English learners through technology: What districts and teachers say about digital learning resources for English learners. Volume I: Final report.

Washington, DC: Policy and Program Studies Service, Office of Planning, Evaluation, and Policy Development, U.S. Department of Education.
Source (PDF)
Di Frances C.D., Childs E., Fetterman J.L., Villanti A.C., Stanton C.A., Russo A.R., Hirsch G.A., Solis A.C., and Benjamin E.J. (2019).

Implementing and evaluating a mentor training to improve support for early-career scholars in tobacco regulatory science.

Nicotine and Tobacco Research.
DOI | PubMed
Palmer S.B., Fleming K.K., Summers J.A., Erwin E.J., Maude S.P., Brotherson M.J., Stroup-Rentier V., Haines S.J., Zheng Y.Z., Peck N.F., and Wu H.-Y. (2019).

Foundations for self-determination in early childhood: Preliminary preschool study.

Advances in Neurodevelopmental Disorders.
DOI
Dynarski M., Rui N., Webber A., and Gutmann B. (2018).

Evaluation of the DC Opportunity Scholarship Program: Impacts two years after students applied.

(NCEE 2018-4010). Washington, DC: Institute of Education Sciences, U.S. Department of Education.
Source (PDF)
Mohadjer L. and Edwards B. (2018).

Paradata and dashboards in PIAAC.

Quality Assurance in Education, 26(2), 263-277.
DOI
Li J., Krenzke T., Mohadjer L., Van de Kerckhove W., Li L., Ren W., and Adbaru H.H. (2018).

Choice of small area models based on sample designs and availability of auxiliary data in PIAAC study.

Proceedings of the Survey Research Methods Section of the American Statistical Association (pp. 2078-2093). Alexandria, VA: American Statistical Association.
Source (PDF)
Young D.L. and Choi J. (2018).

Information and computer technologies for Improving international assessment.

In S. Swayze and V. Ford (Eds.), Innovative applications of knowledge discovery and information resources management (pp. 173-194). Hershey, PA: IGI Global.
Source
Carpenter D., Hassell S., Mardon R., Fair S., Johnson M., Siegel S., and Nix M. (2018).

Using learning communities to support adoption of health care innovations.

Joint Commission Journal on Quality and Patient Safety, 44(10), 566-573.
DOI | PubMed
Tipton E. and Olsen R.B. (2018).

A review of statistical methods for generalizing from evaluations of educational interventions.

Educational Researcher, 47(8), 516-524.
DOI
Gray L. and Lewis L. (2018).

Career and technical education programs in public school districts: 2016-17.

(First Look Report: NCES 2018-028). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
Source (PDF)
Hall K.L., Vogel A.L., Huang G.C., Serrano K.J., Rice E.L., Tsakraklides S.P., and Fiore S.M. (2018).

The science of team science: A review of the empirical evidence and research gaps on collaboration in science.

American Psychologist, 73(4), 532-548.
DOI | PubMed
Daley T.C., Edwards J., Fiore T.A., and Johnson L. (2018).

National Evaluation of the State Deaf-Blind Projects.

NCEE 2018-4006. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Source (PDF)
Story A.E., Carpenter-Song E.A., Acquilano S.C., Becker D.R., and Drake R.E. (2018).

Mental health leaves of absence in college and therapy: A qualitative study of student experiences.

Journal of College Student Psychotherapy.
DOI
Finster M.P. and Milanowski A. (2018).

Teacher perceptions of a new performance evaluation system and their influence on practice: A within- and between-level analysis.

Education Policy Analysis Archives, 26(41).
DOI
Decker L.E. (2018).

The relationship between internal teacher profiles and the quality of teacher-child interactions in prekindergarten.

Journal of Research in Childhood Education, 32(1), 32-51.
DOI
Stuart E.A., Bell S.H., Ebnesajjad C., Olsen R.B., and Orr L.L. (2017).

Characteristics of school districts that participate in rigorous national educational evaluations.

Journal of Research on Educational Effectiveness, 10(1), 168-206.
DOI
Riddles J., Burke J., Rivero G., and Rust K.F. (2017).

Adjustments to student weights to account for student nonresponse in the National Assessment of Educational Progress.

Proceedings of the Survey Research Methods Section of the American Statistical Association (pp. 561-570). Alexandria, VA: American Statistical Association.
Source
Troppe P., Milanowski A., Heid C., Gill B., Ross C., and Johnson E. (2017).

Implementation of Title I and Title II-A Program Initiatives: Results from 2013-14.

(NCEE 2017-4014). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Source
Milanowski A. (2017).

Lower performance evaluation practice ratings for teachers of disadvantaged students: Bias or reflection of reality?.

AERA Open, 3(1), 1-16.
DOI
Lietz P., Cresswell J.C., Rust K.F., and Adams R.J. (2017).

Implementation of large-scale education assessments.

New York, NY: Wiley.
DOI
Chen S. and Rust K.F. (2017).

An extension of Kish's formula for design effects to two- and three-stage designs with stratification.

Journal of Survey Statistics and Methodology, 5(2), 111-130.
DOI
Bell S.H., Olsen R.B., Orr L.L., and Stuart E.A. (2016).

Estimates of external validity bias when impact evaluations select sites nonrandomly.

Education Evaluation and Policy Analysis, 38(2), 318-335.
DOI
Smith A., Egan L.C., Tompson K., and Marbach-Ad G. (2016).

Faculty learning communities: A professional development model that fosters individual, departmental, and institutional impact.

In G.C. Weaver, W.D. Burgess, A.L. Childress, and L. Slakey (Eds.), Transforming institutions: Undergraduate STEM education for the 21st century. West Lafayette, IN: Purdue University Press.
Source
Egan L.C., Marbach-Ad G., and Thompson K. (2016).

A disciplinary teaching and learning center: Applying pedagogical content knowledge to faculty development.

In G.C. Weaver, W.D. Burgess, A.L. Childress, and L. Slakey (Eds.), Transforming institutions: Undergraduate STEM education for the 21st century. West Lafayette, IN: Purdue University Press.
Source
Feldman J.M., Betts J., and Dynarksi M. (2016).

Applying to the DC Opportunity Scholarship Program: How do parents rate their children's current schools at time of application and what do they want in new schools?.

(NCEE 2016-4003). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Source (PDF)
Zavadsky H. (2016).

Bringing effective instructional practice to scale in American schools: Lessons from the Long Beach Unified School District.

Journal of Educational Change, 17(4), 505-527.
DOI
Gray L. and Lewis L. (2016).

Programs and services for high school English learners in public school districts: 2015-16.

(First Look Report: NCES 2016-150). Washington, DC: National Center for Education Statistics, U.S. Department of Education.
Source (PDF)
Rampey B., Finnegan R., Goodman M., Mohadjer L., Krenzke T., Hogan J., and Provasnik S. (2016).

Skills of the U.S. unemployed, young, and older adults in sharper focus: Results from the Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014: First look.

(NCES 2016-039). Washington, DC: National Center for Education Statistics.
Source
Feldman J.M., Dynarski M., and Betts J. (2016).

Evaluation of the DC Opportunity Scholarship Program: Features of schools in DC.

(NCEE 2016-4007). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Source (PDF)
Lohr S. (2015).

Red beads and profound knowledge: Deming and quality of education.

Education Policy Analysis Archives, 23(80), 24-Jan.
DOI
Egan L.C., Tompson K., and Marbach-Ad G. (2015).

A discipline-based teaching and learning center: A model for professional development.

New York, NY: Springer.
Source
Frechtling J.A., Merlino F.J., and Stephenson K. (2015).

The call to transform postsecondary STEM educational practices and institutional policies.

American Journal of Educational Studies, 7(1), 27-42.
Roey S., Krenzke T., and Perkins R. (2015).

O privacy, where art thou?: Can 'dirty' data be your friend? Considering the impact on disclosure risk as illustrated in the education data context.

Chance, 28(4), 55-59.
Source | DOI

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