Strategic Education Research Partnership (SERP) Institute
Associated IES Content
Grant
Sustaining Literacy Practices Over Time: Codifying Knowledge Through Micro-Credentialing
Learning to read in the early elementary grades is the foundation on which academic success is built. As a nation, we are failing to provide that foundation to the majority of students-particularly low-income students and students of color-despite a solid research base on teaching reading. Teachers are not being prepared to teach reading effectively, leaving districts to find a solution to address this critical gap in teacher capacity. An ongoing partnership between the District of Columbia ...
Federal funding program:
Award number:
R305A220121
Grant
MathByExample: Dislodging Misconceptions Before They Take Root
The purpose of this project is to develop and test the promise of MathByExample, an intervention targeting key mathematics concepts and common misconceptions for students in Grades 4 and 5. The current project builds on a previous IES funded project (Transforming Algebra Assignments) , AlgebraByExample, which targeted key algebraic concepts for middle school and high school students. Findings from the AlgebraByExample pilot study revealed that many student misconceptions and errors in mathem...
Federal funding program:
Award number:
R305A150456
Grant
Transforming Algebra Assignments
Research within the domains of cognitive science and mathematics education suggests that students develop a better understanding of mathematics concepts and learn more quickly when half of their practice problems are replaced with worked-out example solutions. Learning is further enhanced when students are prompted to provide explanations for key steps in the worked examples. Despite an accumulation of evidence, typical Algebra I textbooks contain few worked-out example solutions and few pro...
Federal funding program:
Award number:
R305A100150
Grant
Adapting STARI to Accelerate Student Reading Achievement in Middle Grades
The purpose of this project is to further adapt and assess the impact of the Strategic Adolescent Reading Intervention (STARI) to respond to the urgent need to accelerate learning among middle grades students reading two or more years below grade level. The number of middle school students struggling with reading has grown significantly due to the COVID-19 pandemic. The STARI program is designed to motivate students and to support the self-efficacy that will be critical to accelerated learni...
Federal funding program:
Award number:
R305N220025
Grant
SERP-DCPS Partnership to Promote Early Literacy Success
DCPS has worked to increase student reading proficiency in the early elementary grades but has found it difficult to help the lowest performing students in grade 1 and 2 reach proficiency by grade 3. The project carried out two studies seeking to identify the malleable factors linked to disparities in K-3 student reading success. Study 1 integrated multiple DCPS datasets for 77 elementary schools of which 58 serve primarily low-income students. Study 2 involved direct observation and intervi...
Federal funding program:
Award number:
R305H190057
Grant
Raising GPA: Partnering to Increase Grit, Perseverance, and Achievement in Baltimore City Middle Schools
The primary goal of the project was to bring together the experiences and knowledge of district officials, teachers, administrators, and distinguished scholars to find promising points of entry for interventions targeting BCPSS students' academic grit and perseverance.
Federal funding program:
Award number:
R305H140121
Grant
Catalyzing Comprehension Through Discussion and Debate
The purpose of this grant was to explore the contributions of perspective taking, complex reasoning, and academic language skills to reading for understanding for upper elementary and middle school students; to develop, refine, and test the efficacy of two literacy programs that target the development of these skills for a general population of students and for struggling readers; and to develop professional learning opportunities for science teachers that could serve as a model for other conten
Federal funding program:
Award number:
R305F100026
External Person
Allie Huyghe
External Person
Juliana Paré-Blagoev
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