Showing 1 – 5 of 5 results.
Self-published
ASSISTments Replication Study - 2019-2020 cohort (ICPSR 183645)
Released/updated on: 2022-12-27
Time period: 2018-07-01--2019-06-01, 2019-07-01--2020-06-01
The purpose of the ASSISTments Replication Study is to conduct a replication study of the impact of a fully developed, widely adopted intervention called ASSISTments on middle school student mathematics outcomes. ASSISTments is an online formative assessment platform that provides immediate feedback to students and supports teachers in their use of homework to improve math instruction and learning. Findings from a previous IES-funded efficacy study, conducted in Maine, indicated this intervention led to beneficial impacts on student learning outcomes in 7th grade. The current study examined the impacts of this intervention with a more diverse sample and relied on trained local math coaches (instead of the intervention developers) to provide professional development and support to teachers. Participating schools (and all 7th grade math teachers in the school) in this study were randomly assigned to either a treatment or control group. Teachers participated in the project over a two year period, the 2018-19 school year and the 2019-20 school year. The 2018-19 school year was to serve as a ramp-up year. Data used in the final analysis was collected during the second year of the study, the 2019-20 school year.
The data contained in this project is primarily from the 2019-20 school year and includes student ASSISTments usage data, teacher ASSISTments usage data, student outcome data, and teacher instructional log data. Student outcome data is from the online Mathematics Readiness Test for Grade 8 developed by Math Diagnostic Test Project (MDTP). The teacher instructional log had teachers to answer questions about their daily instructional practices over the span of 5 consecutive days of instruction. They were asked to participate in 3 rounds of logs over the course of the 2019-2020 school year. Student and teacher usage data of ASSISTments were collected automatically as they used the system. The usage data was limited to treatment group only. Other data (outcome data, teacher instructional log data) were collected from both treatment and control groups.
The data contained in this project is primarily from the 2019-20 school year and includes student ASSISTments usage data, teacher ASSISTments usage data, student outcome data, and teacher instructional log data. Student outcome data is from the online Mathematics Readiness Test for Grade 8 developed by Math Diagnostic Test Project (MDTP). The teacher instructional log had teachers to answer questions about their daily instructional practices over the span of 5 consecutive days of instruction. They were asked to participate in 3 rounds of logs over the course of the 2019-2020 school year. Student and teacher usage data of ASSISTments were collected automatically as they used the system. The usage data was limited to treatment group only. Other data (outcome data, teacher instructional log data) were collected from both treatment and control groups.
Self-published
Broadening Participation in STEM College Majors (ICPSR 185641)
Released/updated on: 2023-03-01
Time period: 2010-08-01--2016-06-01
The data and analyses described in this paper are part of a larger controlled longitudinal study of
the impacts of attending an inclusive STEM high school (ISHS). We define an ISHS as
a school or school within a school accepting students
primarily on the basis of interest rather than aptitude or prior achievement
and giving them more intensive mathematics and science preparation than their
state requires for graduation in order to prepare them for STEM college majors
and careers. The project is testing the effects of attending an ISHS using student surveys,
academic records, and interviews in Texas, North Carolina, and Ohio—three
states with significant numbers of ISHSs and strong administrative data
systems. Across the three states, the study has examined high school experiences and outcomes for students first surveyed in the
9th or 12th grade in 50 ISHSs plus students in the same grades in same-state
comparison schools identified through propensity score matching. Matched
students in ISHSs and comparison schools were surveyed a second time after 3 years (for
those originally surveyed as 9th-graders) or were followed up in state higher education records two years after high school graduation (for those surveyed originally as 12th graders). After controlling for differences in the characteristics of students
entering STEM and non-STEM high schools, the team has compared students on high
school outcomes related to college readiness and the pursuit of postsecondary
work in STEM. These include STEM interest and expectations as well as
course-taking, graduation, and achievement. This project also has examined alternative types of ISHSs and explored relationships between STEM
school design and implementation features and student outcomes. Policymaker
interviews and survey data from school leaders provided information on
school context, design, and implementation features and as well as state policy influences. Subgroup analyses have investigated whether different kinds of students benefit differently from the ISHS
experience.
Self-published
Effectiveness of Inclusive STEM High Schools (ICPSR 115783)
Released/updated on: 2019-11-29
Geographic coverage: Texas, United States
Time period: 2010-08-01--2016-06-30
Inclusive STEM high schools have been heavily promoted in a number of states as a strategy for broadening participation in STEM studies and careers. This study addressed the question of whether these high
schools improve the odds that their graduates will pursue a STEM major in
college. State higher education records were obtained for students surveyed as
seniors in 23 inclusive STEM high schools and 19 comparison schools without a
STEM focus. Propensity score weighting was used to ensure that students
in the comparison school sample were very similar to those in the inclusive
STEM school sample in terms of demographic characteristics and grade 8
achievement. Students overall and from underrepresented groups who had attended
inclusive STEM high schools were significantly more likely to be in a STEM
bachelor’s degree program two years after high school graduation. For students
who entered two-year colleges, on the other hand, attending an inclusive STEM
high school was not associated with entry into STEM majors.
Self-published
An Efficacy Study of a Digital Core Curriculum for Grade 5 Mathematics (ICPSR 116741)
Released/updated on: 2019-12-18
The Math Curriculum Impact Study was a large-scale randomized controlled trial (RCT) to test the efficacy of a digital core curriculum for Grade 5 mathematics. The study was completed in 46 schools throughout West Virginia, resulting in achievement data from 1,919 students. The main experimental finding was a null result; achievement was similar in both experimental groups.
Self-published
OER-enabled open and culturally responsive practices and students' academic and social-emotional outcomes (ICPSR 227022)
Released/updated on: 2025-05-28
Time period: 2022-05-01--2025-02-28
Open educational resources (OER) have gained widespread adoption in higher education courses as an alternative to traditional textbooks. Using OER course materials reduces the financial burden on students and ensures they have access to course materials from day one. Further, the affordances of OER, which allow instructors to revise and remix content, open up possibilities for instructors to transform the substance and delivery of their courses. For example, instructors can give students more agency over course topics and assignments, select more relevant and meaningful texts, and give students opportunities to create original content. These possibilities are collectively referred to as open educational practices (OEP).
A previous study by SRI Education (SRI) in partnership with Achieving the Dream (ATD) explored the ways in which OEP can be used across components of a course and further examined intersections between OEP and culturally responsive educational practices rooted in a long history of scholarship. We found that the use of transformative instructional practices with OER was uneven and lacked sufficient resources through institution-wide initiatives. Further, there was limited empirical evidence to show how the use of OEP impacts students’ experiences and outcomes, or how faculty development programming could support these practices.
A state’s annual OER grant program presented a unique opportunity to explore how OER materials can support open and culturally responsive practices through a statewide program. SRI partnered with ATD and the state agency overseeing higher education institutions to conduct a mixed-methods study to understand how 2- and 4-year college instructors use open and culturally responsive practices as enabled by OER and how students experience them.
With professional learning support from ATD and the state agency, grantees redesigned their courses to integrate OER materials and OER-enabled open and culturally responsive practices. For 2 years, SRI collected survey, instructor log, interview, observation, and administrative data to unpack instructors’ and students’ experiences with redesigning and learning from courses, respectively, that used open and culturally responsive practices. To design the study, the SRI study team used the Framework for Enacting Open and Culturally Responsive Practices, which draws from literature on both OEP and culturally responsive educational practices.
We found that instructors made material changes to their course design and delivery, integrating student-centered practices and inclusive content and fostering peer-to-peer collaboration through open-ended activities that offered students greater voice and choice. Using OER-enabled open and culturally responsive practices improved instructors’ ability to deliver high-quality instruction and helped students experience more peer-to-peer learning. Instructors also became more flexible in their courses and shifted their course goals to include the development of more soft skills and more critical-thinking skills.
Students in the redesigned courses appreciated the agency they had in learning, although some preferred traditional activities and assessments. Additionally, students in the redesigned courses favored the range of perspectives offered by and the relevance of the instructional materials. Although we did not find overall differences in course grades for students in redesigned courses, we observed a significant increase in course grades for students receiving Pell grants. Furthermore, students in the redesigned courses reported greater participation and more opportunities for their voices to be heard in the courses, among other improvements in their social-emotional outcomes, such as students’ functional skills, intrapersonal competencies, and behaviors.
These findings suggest that concerted institutional efforts can catalyze transformative teaching practices when combined with supports for OER course conversion. Further, students and instructors felt engaged and more involved in teaching and learning through these changes. In some cases, instructors and students experienced challenges in designing and engaging with these courses, respectively. While our results do not support claims that these transformative practices led to differences in academic outcomes, we encourage additional research given the limitations of any individual study. The benefits of this program also merit investigation into barriers to and facilitators in scaling, in particular how generative AI tools might reduce the burden of producing high-quality OER course content.
NOTE: The data shared in this repository are the quantitative data used to examine the impacts on students' academic and social-emotional outcomes from taking a class redesigned to incorporate OER-enabled open and culturally responsive practices. Specifically, the data include students' administrative data and students' survey responses.
NOTE: The data shared in this repository are the quantitative data used to examine the impacts on students' academic and social-emotional outcomes from taking a class redesigned to incorporate OER-enabled open and culturally responsive practices. Specifically, the data include students' administrative data and students' survey responses.