National Center for Education Research
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2013R305A130160SimScientists Model Progressions WestEd
Quellmalz, Edys Barbara Buckley, Mark Loveland, Daniel Brenner Related IES Projects: SimScientists: Interactive Simulation-Based Science Learning Environments (R305A080614) Publications: Middle and High School Reform2006R305R060022Study of the Efficacy of North Carolina’s Learn and Earn Early College High School Model University of North Carolina, Greensboro Edmunds, Julie Publications: Edmunds, J. A., Bernstein, L., Glennie, E., Willse, J., Arshavsky, N., Unlu, F., Bartz, D., Silberman, T., Scales, W.D. and Dallas, A. (2010). Preparing Students For College: The Implementation and Impact Of The Early College High School Model. Peabody Journal Of Education, 85: 348-364. Edmunds, J.A. (2012). Early Colleges: Redesigning High School For College Readiness. New Directions For Higher Education, 158: 81-90. Edmunds, J.A., Bernstein, L., Unlu, F., Glennie, E., Willse, J., Smith, A. and Arshavsky, N. (2012). Expanding The Start Of The College Pipeline: Ninth Grade Findings From An Experimental Study Of The Impact Of The Early College High School Model. Journal Of Research On Educational Effectiveness, 5:2, 136-159. Edmunds, J.A.; Willse, J.; Arshavsky, N.; and Dallas, A. (in press). Mandated Engagement: The Impact Of Early College High Schools. Teachers College Record. R305R060059Comprehensive Evaluation of the Effects of District-Wide High School Curriculum Reform on Academic Achievement and Attainment in Chicago University of Chicago Allensworth, Elaine Publications: Journal Articles Allensworth, E., Nomi, T., Montgomery, N., and Lee, V. (2009). College Preparatory Curriculum For All: Academic Consequences Of Requiring Algebra and English I For Ninth Graders In Chicago, Educational Evaluation and Policy Analysis, 31 (4): 367-391. Nomi, T, and Allensworth, E. (2009). “Double-Dose” Algebra As An Alternative Strategy To Remediation: Effects On Students’ Academic Outcomes, Journal Of Research On Educational Effectiveness, 2: 111-148. Lee, V.E., and Ready, D.D. (2009). U.S. High School Curriculum: Three Phases Of Contemporary Research and Reform. The Future Of Children, Vol.19/No. 1: 135-156 Nomi, T., and Allensworth, E.. (2012). Sorting and Supporting: Why Double-Dose Algebra Led To Better Test Scores But More Course Failure Through Changes In Classroom Composition, Climate and Instruction. American Education Ressearch Journal. Published Online 27 December 2012. Nomi, T. (2012). Unintended Consequences For High-Skill Students Of An Algebra-For-All Policy: The Effects On Classroom Academic Composition and Students’ Academic Outcomes. Educational Evaluation and Policy Analysis Outcomes. Published Online Before Print July 31, 2012. Reports and Book Chapters Coca, V., Johnson, D.W. ,Thomas Kelly-Kemple, T. Williams, N.O., Roderick, M.R. and Moragne, K. (in press). Working To My Potential: The Secondary and Postsecondary Experiences Of CPS Students In The International Baccalaureate Diploma Programme. Chicago, IL: Consortium On Chicago School Research At The University Of Chicago. Nomi, T. and Allensworth, E.. (2011). Double-Dose Algebra As A Strategy For Improving Mathematics Achievement Of Struggling Students: Evidence From Chicago Public Schools. In R. Gersten and R. Newman-Gonchar (Ed.) Response To Intervention In Mathematics. Baltimore, MD: Brookes Publishing Co. Roderick, M. and Stoker G.(2010). Bringing Rigor To The Study Of Rigor: Are Advanced Placement Courses A Useful Approach To Increasing College Access and Success For Urban and Minority Youths? Handbook Of Research On Schools, Schooling, and Human Development, Chapter 14: 216-237. Roderick, M. Coca, V., Moeller, E and Kelley-Kemple, T.. (2013). From High School To The Future: The Challenge Of Senior Year In The Chicago Public Schools. Consortium On Chicago School Research, Chicago, Illinois. Montgomery, N. and Allensworth, E. . (2010). Passing Through Science: The Effects Of Raising Graduation Requirements In Science On Course-Taking and Academic Achievement In Chicago. Consortium On Chicago School Research, Chicago, Illinois. R305R060062Assessing the Effectiveness of the Small High School Initiative University of Chicago Schanzenbach, Diane Publications: Barrow, L., Claessens, A., and Schanzenbach, D.W. (2013). The Impact of Chicago’s Small High School Initiative (No. w18889). National Bureau of Economic Research. R305R060096The Impact of Exit Exam Performance on High School and Post-Secondary Outcomes University of Florida Clark, Damon
2007R305B070131Implications of High School Course Availability and Course-Taking Florida State University Iatarola, Patrice Publications: Conger, D., Long, M.C., and Iatarola, P. (2009). Explaining Race, Poverty and Gender Disparities In Advanced Course-Taking. Journal Of Policy Analysis and Management, 28(4): 555-576.
R305B070702A Randomized Efficacy Trial of Academically Enhanced Rigorous Career Academies: Studying the Impact of the National Academy Foundation (NAF) Model MDRC Kemple, James Publications: Visher, M.G., Altuna, J.N., and Safran, S. (2013). Making It Happen: How Career Academies Can Build College and Career Exploration Programs. MDRC Download 2.01 Mb. Share with your friends:
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