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Education Studies

 

ESSA Review of Blended Learning Programs

In partnership with the Regional Educational Laboratory (REL) Southwest, AIR conducted an evidence review using the Every Student Succeeds Act (ESSA) tiers of evidence criteria to identify blended learning interventions that are effective in improving student academic achievement and engagement.

Project Director:  Jill Walston

Subject:  Education, Blended learning

Population:  Kindergarten, Elementary school (Grades 1 – 5), Middle school (Grades 6 – 8), High school (Grades 9 – 12)

Project Type:  ESSA


ESSA Review of Goal Setting

In partnership with the REL Midwest, AIR assessed the evidence base on the effects of student goal setting for Grades 6-12 students on postsecondary enrollment outcomes. AIR reviewed one study on student goal setting identified by the Deeper Learning Initiative in partnership with REL Midwest at the request of the Minnesota Department of Education and the Wisconsin Department of Public Instruction. The study was reviewed against the What Works Clearinghouse (WWC) Group Design Standards (v. 3.0) and the ESSA tiers of evidence criteria.

Project Director:  Jaime Singer

Project Investigators:  Jill Walston

Subject:  Education

Population:  Middle school (Grades 6 – 8), High school (Grades 9 – 12)

Project Type:  ESSA, WWC review


ESSA Review of American Indian English Learners

In partnership with the REL Southwest, AIR conducted an evidence review using the ESSA tiers of evidence criteria to identify methods specific to American Indian students and effective in incorporating relevant American Indian cultural traditions and pedagogy.

Project Director:  Jill Walston

Subject:  Education

Population:  Elementary school (Grades 1 – 5), English learners

Project Type:  ESSA


National Center on Intensive Intervention (NCII) is housed at AIR, and works in conjunction with many of our nation's most distinguished data-based individualization experts. It is funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) and is part of OSEP's Technical Assistance and Dissemination Network. The Mission of the NCII is to build capacity of state and local education agencies, universities, practitioners, and other stakeholders to support implementation of intensive intervention in reading, mathematics, and behavior for students with severe and persistent learning and/or behavioral needs.

Project Director:  Sarah Arden

Project Investigators:  Rebecca Zumeta Edmonds

Subject:  Education

Population:  Elementary school (Grades 1 – 5), Middle school (Grades 6 – 8), High school (Grades 9 – 12), Special education

Project Type:  Knowledge translation, Training


Rigorous research and methods are essential for developing, testing, and scaling innovations in science, technology, engineering, and math (STEM) education. This project provides the STEM community with opportunities to learn about recent intellectual contributions and the broader impact of grants awarded by the National Science Foundation's Discovery Research PreK-12 program (DRK-12). AIR identified four high-priority topic areas in which the DRK-12 program has made substantial investments between 2011-2015: (a) argumentation, (b) elementary science instruction, (c) scientific modeling, and (d) pedagogical knowledge content. The project team is reviewing these investments and will prepare a synthesis on each topic. Each synthesis will describe the DRK-12 projects funded between 2011-2015, identify cross-cutting findings, and make suggestions for future research priorities.

Project Director:  Gurjeet (Sonica) Dhillon

Project Investigators:  Dean Gerdeman, Jonathan Margolin, David Miller, Melissa Rasberry

Subject:  Education, STEM

Population:  Early Childhood Education/Pre-Kindergarten (ECE/PreK), Kindergarten, Elementary school (Grades 1 – 5), Middle school (Grades 6 – 8), High school (Grades 9 – 12)

Project Type:  Systematic literature review


ESSA Reviews for the Chester County Intermediate Unit

AIR works with the Chester County Intermediate Unit to review studies of strategies to be featured on Pennsylvania's Evidence Resource Center, an evidence-based clearinghouse with strategies and outcomes aligned to the ESSA tiers of evidence on a variety of topic areas from core educational subjects to wrap around services and mental health. AIR reviews select studies against the WWC standards and ESSA criteria and returns finding-level evidence that is featured on the clearinghouse website.

Project Director:  David Blumenthal

Project Investigators:  Lyzz Davis

Subject:  Education

Population:  ECE/PreK, Kindergarten, Elementary school (Grades 1 – 5), Middle school (Grades 6 – 8), High school (Grades 9 – 12)

Project Type:  ESSA, WWC review


ESSA Review of Student Advising

In partnership with the REL Midwest, AIR assessed the evidence base on the effects of providing academic and career advising for high school students on postsecondary enrollment outcomes. AIR reviewed one study of student advising identified by the Deeper Learning Initiative in partnership with REL Midwest at the request of the Minnesota Department of Education and the Wisconsin Department of Public Instruction. The study was reviewed against the WWC Group Design Standards (v. 3.0) and the ESSA tiers of evidence criteria.

Project Director:  Lyzz Davis

Project Investigators:  Lyzz Davis

Subject:  Education

Population:  High school (Grades 9 – 12)

Project Type:  ESSA, WWC review


ESSA Review of the Early Warning Intervention and Monitoring System (EWIMS)

In partnership with the REL Midwest, AIR reviewed one study of the effectiveness of the Early Warning Intervention and Monitoring System (EWIMS) on credit attainment and on-track for graduation at the request of the Minnesota Department of Education. The study was reviewed against the WWC Group Design Standards (v. 3.0) and the ESSA tiers of evidence criteria.

Project Director:  Lyzz Davis

Project Investigators:  Lyzz Davis

Subject:  Education

Population:  High school (Grades 9 – 12)

Project Type:  ESSA, WWC review


Evidence-Supported Interventions Associated with Black Students’ Educational Outcomes: Findings From a Systematic Review of Research

In partnership with the REL Midwest, AIR conducted a systematic review of research on interventions that may improve academic outcomes for Black students. The project team identified 24 studies that provided ESSA Tier III evidence (promising evidence) supportive of 22 interventions (no studies were identified that provided Tier I or Tier II evidence). The 22 interventions and the studies that provide supportive evidence were reviewed. These include state-level policy, local district policies, policies and practices in the school community, and teacher practices in the classroom.

Project Director:  Jim Lindsay

Project Investigators:  Michelle Same

Subject:  Education

Population:  Kindergarten, Elementary school (Grades 1 – 5), Middle school (Grades 6 – 8), High school (Grades 9 – 12)

Project Type:  Systematic literature review


Improving Undergraduates’ Motivation and Retention in STEM Through Classroom Interventions: A Meta-Analysis

AIR is synthesizing empirical evidence on how classroom interventions can increase motivational outcomes (e.g., interests) and retention for undergraduates in STEM fields. This project aims to contribute both theoretically and practically to the field by conducting a systematic review and meta-analysis of two largely separate bodies of literature on undergraduate STEM classroom interventions: (a) motivational interventions (e.g., values affirmation) and (b) instructional interventions (e.g., active learning).

Project Director:  Rebecca Steingut

Project Investigators:  David Miller, Eben Witherspoon

Subject:  Education, STEM

Population:  Postsecondary

Project Type:  Meta-analysis, Systematic literature review


Exploring Heterogeneity in Mathematics Intervention Effects Using Meta-Analysis

AIR conducted a systematic review and meta-analysis to examine the heterogeneity in mathematics intervention effects by synthesizing 25 years of randomized experiments of interventions designed to improve mathematics achievement in Grades K-12. The goal of this project was to better understand the conditions and contexts for why one study may find that a mathematics intervention works while another study on the same intervention may not find that it works. We developed an interactive web application that allows users to explore the pool of mathematics intervention effects and answer these questions for themselves.

Project Director:  Martyna Citkowicz

Project Investigators:  Ryan Williams, Jim Lindsay

Subject:  Education, Math

Population:  Kindergarten, Elementary school (Grades 1 – 5), Middle school (Grades 6 – 8), High school (Grades 9 – 12)

Project Type:  Meta-analysis, Systematic literature review


Related Resources
WWC SWAT-Website

The What Works Clearinghouse, the standard bearer for effectiveness research in education, conducts its work through multiple contracts. AIR holds the Statistics, Website, and Training (SWAT) contract, which provides coordination vitally important to the success of the WWC by centrally updating WWC policies and procedures, providing training and technical assistance, conducting quality checks of WWC products, supporting users through a website and Help Desk, and communicating with one voice to WWC contributors, users, and stakeholders.

Project Director:  Joshua Polanin

Subject:  Education

Project Type:  WWC review


The Effects of College Aid Programs: Systematic Review and Meta-Analysis

The goal of this project is to synthesize the literature on the effects of college aid on student's college success. After conducting a wide-ranging, comprehensive systematic review, the search yielded over 100 studies. The final results are in process and expected to be released in 2021.

Project Director:  Joshua Polanin

Project Investigators:  Joshua Polanin

Subject:  Education

Population:  Postsecondary

Project Type:  Meta-analysis, Systematic literature review


Systematic Review of College Completion Strategies

AIR is conducting a systematic review of the literature, scanning advising policies and practices that colleges use to improve student outcomes, and conducting a gap analysis that compares the findings from the scan and from the systematic review to identify gaps in the research evidence. The goal of this project is to take stock of what we know about successful strategies to improve college completion and where gaps exists between research and current policy and practice.

Project Director:  Amy Feygin

Project Investigators:  Amy Feygin

Subject:  Education

Population:  Postsecondary

Project Type:  Systematic literature review


Aligning Adult Education National Leadership Activities Across Content Areas

The goal of this project was to implement a systematic alignment model to conduct a systematic review and analysis for improving teaching and learning in adult education and to illustrate how various adult education national activities converge to support high quality teaching and improved learning for low-skilled adults. The objective was to position states to better integrate adult educational reform initiatives, materials, methods, and resources in order to strategically maximize systemic inputs, outputs, and outcomes for low-skilled adults.

Project Director:  Anestine E. Hector-Mason

Project Investigators:

Subject:  Education

Population:  Adults (ages 18+)

Project Type:  Systematic literature review


In partnership with the San Mateo County Office of Education, the Glen Price Group, and consultant Elliot Regenstein, AIR supported the development of a California Comprehensive Early Learning Plan. This plan addressed the entire range of policies and programs affecting children from birth to age 5 and was required by the  American Recovery and Reinvestment Act's funds supporting the State Advisory Council on early learning. AIR’s role was to compile data from multiple sources and complete a meta-analysis on the status of children and early learning opportunities in California.

Project Director:  Susan K. Muenchow

Project Investigators:  Susan Muenchow, Karen Manship

Subject:  Education

Population:  ECE/PreK

Project Type:  Meta-analysis


Models of Professional Development for Mathematics Teachers

The goal of this project was to launch and study an innovative way to examine professional development offered to K-12 mathematics teachers. AIR coded and analyzed descriptive data on mathematics professional development designs, and compared similarities and differences across various design models.

Project Director:  Kwang S. Yoon

Project Investigators:  Kwang S. Yoon

Subject:  Education, Math, Professional development

Population:  Adults (ages 18+)

Project Type:  Systematic literature review


The Southeast Comprehensive Center (SECC) at AIR was one of 15 regional comprehensive centers funded by the U.S. Department of Education (2012-2019). The center provided training and technical assistance to state education agencies (SEAs) to enable them to assist school districts and schools in the implementation and administration of programs authorized under ESSA and the use of research-based information and strategies. The SECC worked closely with SEAs in Alabama, Georgia, Mississippi, North Carolina, and South Carolina to support their efforts to implement, scale up, and sustain initiatives statewide and to lead and support their school districts and schools in improving student outcomes.

Project Director:  Beth Howard-Brown

Project Investigators:

Subject:  Education, Math, Science, School Improvement

Population:  ECE/PreK, Kindergarten, Elementary school (Grades 1 – 5), Middle school (Grades 6 – 8), High school (Grades 9 – 12), Postsecondary

Project Type:  ESSA, Knowledge translation, Systematic literature review, Training


The Career and Technical Education (CTE) Research Network at AIR seeks to expand the evidence base on the impact of CTE programs on student outcomes by using research and training to develop the next generation of CTE researchers.

Project Director:  Katherine Hughes

Project Investigators:  Katherine Hughes

Subject:  Education, CTE

Population:  High school (Grades 9 – 12), Postsecondary, Teens (ages 13 – 17), Adults (ages 18+)

Project Type:  Meta-analysis, Systematic literature review


AIR conducted two evidence reviews on student outcomes associated with arts instruction. The first review examined the effects of arts integration (i.e., the use of art to enhance instruction in the main academic curricular areas) on students' academic outcomes. The second review examined normal arts instruction (i.e., fine arts, performing arts) on student outcomes. For each review, studies with findings that fell into ESSA Tiers 1, 2, or 3 were meta-analyzed.

Project Director:  Meredith Ludwig

Project Investigators:  Meredith Ludwig, Jim Lindsay

Subject:  Education, Art

Population:  ECE/PreK, Kindergarten, Elementary school (Grades 1 – 5), Middle school (Grades 6 – 8), High school (Grades 9 – 12)

Project Type:  ESSA, Meta-analysis, Systematic literature review


21st Century Community Learning Centers Measuring Program Success

AIR conducted a literature review to synthesize the results of studies published since 2008 that examined the degree to which afterschool and youth development programs have an impact on participating youth. The goal of this project was to provide the U.S. Department of Education with recommendations for new Government Performance and Results Act measures for the 21st Century Community Learning Centers.

Project Director:  Neil Naftzger

Project Investigators:  Neil Naftzger

Subject:  Education, After School Programs

Population:  Elementary school (Grades 1 – 5), Middle school (Grades 6 – 8), High school (Grades 9 – 12), Economically disadvantaged

Project Type:  Systematic literature review


Heinemanns Leveled Literacy Mock WWC Review

AIR staff who are certified WWC reviewers performed preliminary reviews of several literacy programs, including the Heinemann Leveled Literacy Program, prior to the publishers’ submission of the programs for the formal review. Using the WWC standards for review, the AIR reviewers read published journal articles and prepared reports predicting how the product would be rated when subjected to the U.S. Department of Education review process.

Project Director:  Terry S. Salinger

Subject:  Education, English Language Arts (ELA)

Population:  Elementary school (Grades 1 – 5)

Project Type:  WWC review


AIR partnered with the Boston Foundation and a consortium of school and district leaders across district, charter, and private schools to co-create a model of postsecondary readiness for Boston students. The project team conducted a review of research on postsecondary readiness from the literature as well as interviews with current experts. The result was a report on academic, non-academic (or soft skills), and other factors that predict postsecondary readiness.

Project Director:  Matthew Welch

Project Investigators:  Susan Therriault

Subject:  Education

Population:  High school (Grades 9 – 12), Postsecondary

Project Type:  Systematic literature review


Gates Networks for School lmprovement Initiative Evaluation

AIR conducted a systematic review of continuous improvement studies in educational settings. The goal of this project was to understand how researchers in the field have defined continuous improvement, the foci of their continuous improvement efforts, the composition of continuous improvement teams, the processes used to implement continuous improvement, the features that appeared to facilitate implementation, the outcomes, and the process by which continuous improvement is diffused to others.

Project Director:  Ryan Eisner, Julie Kochanek

Project Investigators:  Mike Garet

Subject:  Education, Continuous Improvement

Population:  Elementary school (Grades 1 – 5), Middle school (Grades 6 – 8), High school (Grades 9 – 12), Postsecondary

Project Type:  Systematic literature review


The Development of Gender Stereotypes About STEM Abilities: A Meta-Analysis

AIR is conducting two meta-analyses by synthesizing more than 25 years of empirical research across the world to study the origins of beliefs and motivational processes that could potentially limit the full participation of girls and women in STEM fields. The goal of this project is to clarify mixed findings about how gender stereotypes about STEM abilities first develop and how these stereotypes relate to gender gaps in STEM by analyzing variation in (a) mean levels of children's gender stereotypes about STEM abilities, and (b) these stereotypes relation to motivational STEM outcomes such as confidence and interests.

Project Director:  David Miller

Project Investigators:  David Miller, Courtney Tanenbaum

Subject:  Education, STEM

Population:  ECE/PreK, Kindergarten, Elementary school (Grades 1 – 5), Middle school (Grades 6 – 8), High school (Grades 9 – 12), Children (ages 3 – 12), Teens (ages 13 – 17)

Project Type:  Meta-analysis, Systematic literature review


Related Resources
How Responsive Is a Teacher’s Classroom Practice to Intervention? A Meta-Analysis of Randomized Field Studies
Abstract (PDF)
Journal Article (PDF)
Presentation (PDF)

AIR conducted a systematic review and meta-analysis of randomized experiments of interventions directed at classroom practice in Grades K-12. The goal of this project was to understand how responsive a teachers' classroom practice is to intervention and whether particular intervention features were associated with improvements in classroom practice outcomes.

Project Director:  Martyna Citkowicz

Project Investigators:  Rachel Garrett, Martyna Citkowicz, Ryan Williams

Subject:  Education, Professional development

Population:  Kindergarten, Elementary school (Grades 1 – 5), Middle school (Grades 6 – 8), High school (Grades 9 – 12)

Project Type:  Meta-analysis, Systematic literature review


Examining Heterogeneity in English Learner Program Effects with Meta-Analysis

AIR is conducting a systematic review and meta-analysis to examine sources of heterogeneity in English learner program effects. This study will focus on the following broad sources of effect heterogeneity: student, teacher, or school characteristics; program type and program features; outcomes; settings or context; and design and methodological features.

Project Director:  Ryan Williams

Project Investigators:  Ryan Williams, Rachel Garrett, Joshua Polanin

Subject:  Education

Population:  ECE/PreK, Kindergarten, Elementary school (Grades 1 – 5), Middle school (Grades 6 – 8), High school (Grades 9 – 12), English learners

Project Type:  Meta-analysis, Systematic literature review


The Effects of Increased Learning Time on Student Academic and Nonacademic Outcomes: Findings From a Meta‑Analytic Review

Related Resources
The Effects of Increased Learning Time on Student Academic and Nonacademic Outcomes
Report (PDF)
Brief (PDF)

In partnership with the Regional Education Laboratory (REL) Appalachia, AIR conducted a systematic review and meta-analysis of the effects of increased learning time—extending either the school day or school year—on student academic and nonacademic outcomes. Only studies that met WWC standards were included, resulting in a pool of 30 studies.

Project Director:  Jim Lindsay

Project Investigators:  Yael Kidron, Jim Lindsay

Subject:  Education

Population:  ECE/PreK, Kindergarten, Elementary school (Grades 1 – 5), Middle school (Grades 6 – 8), High school (Grades 9 – 12), Children (ages 3 – 12), Teens (ages 13 – 17), Economically disadvantaged

Project Type:  Meta-analysis, Systematic literature review


Children’s Access to Print Material and Education-Related Outcomes: Findings From a Meta-Analytic Review

Related Resources
Children’s Access to Print Material and Education-Related Outcomes: Findings From a Meta-Analytic Review
Report
Brief (PDF)

Those favoring continued funding for programs that increase children’s access to print material use findings from four disparate lines of research to support their argument, rather than direct evidence of program impacts. AIR conducted a systematic review and meta-analysis to examine whether the efficacy of such programs is supported by direct evidence.

Project Director:  Jim Lindsay

Project Investigators:  Jim Lindsay

Subject:  Education, English Language Arts (ELA)

Population:  ECE/PreK, Kindergarten, Elementary school (Grades 1 – 5), Middle school (Grades 6 – 8), High school (Grades 9 – 12), Infants/toddlers (ages 0 – 3), Children (ages 3 – 12), Teens (ages 13 – 17), English learners, Economically disadvantaged

Project Type:  Meta-analysis, Systematic literature review


Forced Displacement and Education

Despite the large number of forcibly displaced people worldwide (more than 79 million as of December 2019), evidence on strategies for including displaced populations into host country national education systems is scarce. To address this evidence gap, the World Bank, the United Nations High Commissioner for Refugees, and the Foreign, Commonwealth & Development Office commissioned a research program to enhance understanding of ways to improve education and learning outcomes for forcibly displaced populations and host communities living in poverty, exclusion, or distress. AIR conducted a rigorous evidence synthesis and intervention mapping to systematically examine the available evidence and current programs in forced displacement contexts, and will conduct case studies to offer an in-depth review of policies and programs that support the inclusion of refugees and internally displaced persons in national education systems.

Project Director:  Andrea Coombes

Project Investigators:  Thomas de Hoop, Hannah Ring

Subject:  Education, Refugees

Population:  ECE/PreK, Kindergarten, Elementary school (Grades 1 – 5), Middle school (Grades 6 – 8), High school (Grades 9 – 12), Postsecondary, Infants/toddlers (ages 0 – 3), Children (ages 3 – 12)

Project Type:  Systematic literature review


The Effects of 5E-Based Interventions: Systematic Review and Innovation Through New Meta-Analysis Methodology

AIR is conducting a systematic review and meta-analysis to examine the effectiveness of the 5E (Engagement, Exploration, Explanation, Elaboration, and Evaluation) instructional model on STEM outcomes of students in Grades PreK-12. The project team also will create an open source, user-friendly data extraction and analysis tool for researchers conducting meta-analyses. The meta-analysis will inform the design of STEM interventions, and the meta-analytic tool will advance the field of systematic review and meta-analysis by streamlining the meta-analysis process and building in state-of-the-art techniques for meta-analysts.

Project Director:  Megan Austin

Project Investigators:  Joshua Polanin, Ryan Williams

Subject:  Education, Science

Population:  ECE/PreK, Kindergarten, Elementary school (Grades 1 – 5), Middle school (Grades 6 – 8), High school (Grades 9 – 12)

Project Type:  Meta-analysis, Methodology, Systematic literature review