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Ethan Scherer
Are Students On Track?: Comparing the Predictive Validity of Administrative and Survey Measures of Cognitive and Noncognitive Skills for Long-Term Outcomes
Education leaders need valid metrics to predict students’ long-term success. We use a unique dataset with cognitive skills, self-regulation, behavior, course performance, and test scores for 8th-grade students from a Northeast school district. We link these data to students' high school outcomes… more →
Effectiveness of Structured Teacher Adaptations to an Online Content Literacy Intervention for Third Graders: A Randomized Controlled Trial During COVID-19
Jackie E. Relyea, Joshua B. Gilbert, Mary A. Burkhauser, Ethan Scherer, Douglas M. Mosher, Zhongyu Wei, Johanna N. Tvedt, James S. Kim.Topics: Student LearningScaling up evidence-based educational interventions to improve student outcomes presents challenges, especially when adapting to new contexts while maintaining fidelity. Structured teacher adaptations that integrate the strengths of experimental science (high fidelity) and improvement science (… more →
The Effects of Teacher-Student Demographic Matching on Social-Emotional Learning
Topics: Student Well-BeingA growing body of research shows that students benefit when they demographically match their teachers. However, little is known about how matching affects social-emotional development. We use student-fixed effects to exploit changes over time in the proportion of teachers within a school grade… more →
Understanding Heterogeneous Patterns of Family Engagement with Educational Technology to Inform School-Family Communication in Linguistically Diverse Communities
Topics: Families and CommunitiesWe leverage log data from an educational app and two-way text message records from over 3,500 students during the summers of 2019 and 2020, along with in-depth interviews in Spanish and English, to identify patterns of family engagement with educational technology. Based on the type and timing… more →
Time to Transfer: Long-Term Effects of a Sustained and Spiraled Content Literacy Intervention in the Elementary Grades
James S. Kim, Joshua B. Gilbert, Jackie E. Relyea, Patrick Rich, Ethan Scherer, Mary A. Burkhauser, Johanna N. Tvedt.Topics: Student LearningWe investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for elementary-grade students. The Model of Reading Engagement (MORE) intervention underscores thematic lessons that provide an… more →
The Uncertain Role of Educational Software in Remediating Student Learning: Regression discontinuity evidence from three local education agencies
Topics: Student LearningEducators must balance the needs of students who start the school year behind grade level with their obligation to teach grade-appropriate content to all students. Educational software could help educators strike this balance by targeting content to students’ differing levels of mastery. Using a… more →
Using a Factorial Design to Maximize the Effectiveness of a Parental Text Messaging Intervention
Topics: Families and CommunitiesParental text messaging interventions are growing in popularity to encourage at-home reading, school-attendance, and other educational behaviors. These interventions, which often combine multiple components, frequently demonstrate varying amounts of effectiveness, and researchers often cannot… more →