North Carolina State University
Asset-Based Implementation of Structured Adaptations in an Online Third-Grade Content Literacy Intervention
Scaling up evidence-based educational interventions presents challenges, particularly in adapting to new contexts while maintaining fidelity. Structured adaptations that integrate the strengths of experimental science (high fidelity) and improvement science (high adaptation) represent a novel… more →
Do the Effects Persist? An Examination of Long-term Effects After Students Leave Turnaround Schools
Whole-school reforms have received widespread attention, but a critical limitation of the current literature is the lack of evidence around whether these extensive and costly interventions improve students’ long-term outcomes after they leave reform schools. Leveraging Tennessee’s statewide… more →
Time to Transfer: Long-Term Effects of a Sustained and Spiraled Content Literacy Intervention in the Elementary Grades
We 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 →
Beyond Prescriptive Reforms: An Examination of North Carolina’s Flexible School Restart Program
While multiple studies have examined the impact of school turnaround, less is known about reforms under the Every Student Succeeds Act (ESSA). To advance this literature, we examine North Carolina’s Restart (NCR) model. NCR aligns with ESSA by giving school leaders increased flexibility. Also,… more →
The COVID-19 Impact on Reading Achievement Growth of Grade 3-5 Students in a U.S. Urban School District: Variation across Student Characteristics and Instructional Modalities
The current study aimed to explore the COVID-19 impact on the reading achievement growth of Grade 3-5 students in a large urban school district in the U.S. and whether the impact differed by students’ demographic characteristics and instructional modality. Specifically, using administrative data… more →
Effectiveness of Tier 1 Content-Integrated Literacy Intervention on Early Elementary English Learners’ Reading Comprehension and Writing: Evidence from Randomized Controlled Trial
The current study replicated and extended the previous findings of content-integrated literacy intervention focusing on its effectiveness on first- and second-grade English learners’ (N = 1,314) reading comprehension, writing, vocabulary knowledge, and oral proficiency. Statistically significant… more →
Student-Teacher Ethnoracial Matching in the Earliest Grades: Benefits for Executive Function Skills
The benefits of student-teacher ethnoracial matching on student outcomes—ranging from academic achievement to postsecondary attainment—are well documented. Yet, we know far less about the role of student-teacher ethnoracial matching in the earliest grades school and on less about effects on non… more →
Bridging human and machine scoring in experimental assessments of writing: tools, tips, and lessons learned from a field trial in education
In a randomized trial that collects text as an outcome, traditional approaches for assessing treatment impact require that each document first be manually coded for constructs of interest by human raters. An impact analysis can then be conducted to compare treatment and control groups, using the… more →