Author: Haiwen Wang
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Where Are CoolThink Students Making the Greatest Learning Gains? Linking CoolThink@JC Implementation With Student Outcomes
An analysis of the correlation between CoolThink implementation and student learning in Hong Kong primary schools in their first or second year of adopting CoolThink@JC, a 3-year course sequence designed to introduce computational thinking to students in the upper primary grades. The analyses apply multilevel modeling to examine correlations, and include up to 5,862 4th-…
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UC Irvine Writing Project’s Pathway to Academic Success Program: An Education Innovation and Research (EIR) Expansion Grant Evaluation
SRI researchers measured student outcomes on the Analytic Writing Continuum for Literary Analysis (AWC-LA). Despite disruptions to program implementation during the COVID-19 pandemic, the study found positive effects on student writing quality, conventions, and productivity.
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Scaling Up Coolthink@JC Implementation Study Baseline Report
This report is the first in a series from an implementation study being conducted by SRI International (SRI).
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The Apple and ConnectED Initiative: Research Study Methods
This report describes the methodology of Apple and ConnectED Research, a six-year study of the Apple and ConnectED Initiative that uses a variety of qualitative and quantitative methods to tell a comprehensive story of implementation and outcomes.
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Impacts of attending an inclusive STEM high school: meta-analytic estimates from five studies
This study uses a meta-analytic approach to investigate the relationship between attending an inclusive STEM high school and a set of high school outcomes known to predict college entry and declaration of a STEM college major.
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1:1 Teaching and Learning in the Apple and ConnectED Initiative: Lessons from Early Implementation
This report asks the questions, what does a promising start look like and what types of support can enable conditions for success?
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Scaling Up Teacher Induction: Implementation and Impact on Teachers and Students
With funding from a U.S. Department of Education Investing in Innovation (i3) scale-up grant, NTC tested strategies for scaling its validated induction model to 301 schools in five school districts serving high proportions of students of color and students from low-income households.
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Elementary English learner classroom composition and academic achievement: The role of classroom-level segregation, number of english proficiency levels, and opportunity to learn
Using mixed methods, we investigated the association of the extent of English learner classroom-level segregation and number of EL English proficiency levels with elementary EL academic achievement.
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Broadening participation in STEM college majors: Effects of attending a STEM-focused high school
This study addressed the question of whether these high schools improve the odds that their graduates will pursue a STEM major in college.
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A Longitudinal Study of the Impact of Attending an Inclusive STEM high school: The case for using two comparison groups
Inclusive STEM high schools (ISHSs) combine rich STEM course offerings and experiences with an explicit mission to serve students from under-represented groups accepted on the basis of interest rather than competitive examination.
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A comprehensive model of teacher induction: Implementation and impact on teachers and students evaluation of the New Teacher Center’s i3 validation grant, final report
SRI Education’s evaluation of the New Teacher Center’s Investing in Innovation (i3) Validation grant examined the impact of the NTC induction model on teacher practice and student achievement.
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Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria is and is not Enough
Employing longitudinal, multisite comparative mixed-methods, we describe patterns of reclassifying and not reclassifying eligible English learner students to fluent English proficient, and we identify factors impeding and facilitating reclassification.