Grants & Awards

A Randomized Control Trial of a Tier 2 Sixth Grade Mathematics Intervention

The purpose of this NCSER Initial Efficacy and Follow up research project is to conduct an efficacy study of the Promoting Algebra Readiness (PAR) intervention, a 93-lesson (Tier 2) mathematics intervention.

A Randomized Controlled Trial to Assess the Efficacy of the NumberShire Level K Gaming Intervention for Improving Math Outcomes for Students With or At Risk for Mathematics Learning Disabilities

The purpose of this project is to test the efficacy of the NumberShire Level K (NSK) gaming intervention-previously developed through IES funding-for students with or at risk for mathematics learning disabilities (MLD).

Age of Learning

This project represents a continuation of the ongoing collaborative effort between the University of Oregon Center on Teaching and Learning (CTL) and Age of Learning, Inc. to evaluate the effectiveness of the ABCmouse.com Early Learning Academy, a comprehensive online early learning resource for children ages 2-6.

An Investigation of Effective Methods for Using Writing in Secondary Math and Science to Improve Student Outcomes

This project is a meta-analysis in the area of secondary (grades 6-12) math and science (M/S) writing instruction. Exploring research from 25 years, this three-year project will: a) determine the overall mean effect of M/S writing instruction on students?

Assessing the links between risk factors, COVID-19 impacts, and reading skills

The overall goal of this project is to uncover the mechanisms through which COVID-19 has and will have short-term and long-term impacts on children’s reading skills.

Boost Reading Efficacy: Evaluating the Impact of a Widely Used, Supplemental, Digital Reading Program on Elementary School Literacy

In this study, the researchers will evaluate the impact of a widely used supplemental digital reading program (Boost Reading) in grades 2 through 5. Since the COVID-19 pandemic, there has been an increase in use of educational technology programs to accelerate learning, particularly in reading.

BPE Track 4: Phase I: Systemic Transformation to Foster Inclusion and Belonging in Engineering Recruitment and Retention (FIBERR): A Student-Centered Approach

FIBERR will advance knowledge of organizational development, the servingness framework, and its study and application to help emerging Hispanic Serving Institutions build an intentional organizational identity, rather than merely enrolling Hispanic students.

Broadening Participation in Mathematics for English Learners with Mathematics Difficulties: A Multi-Site Impact Study

Success in mathematics has major implications for student success at the public school and postsecondary levels, as well as contributing to the nation’s STEM workforce and economy. While building mathematics literacy is important for all learners, it is especially critical for students most vulnerable for academic risk.

Building a Flexible and Comprehensive Approach to Supporting Student Development of Whole Number Understanding

A critical goal for the nation is ensuring all students have a successful start in learning mathematics. While strides have been made in supporting at-risk students in mathematics, significant challenges still exist.

Center to Improve Reading Competence Using Intensive Treatments Schoolwide

The overarching goal of Project CIRCUITS (Center to Improve Reading Competence Using Intensive Treatments Schoolwide) is to implement, evaluate, replicate, and disseminate systemic prevention models that accelerate and sustain the early reading achievement of students with reading disabilities or at risk of disabilities in grades K-3.

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