Preschool teachers from a high-poverty, urban school district were trained to implement Story Talk, a book reading intervention designed to increase children's vocabulary and language development using supportive materials and strategic individualized coaching. Thirty-five teachers were randomly assigned by site to the intervention (20) or the…

This study examined benefits of connecting meaning, speech, and print in vocabulary learning for kindergarten English learners. Students screened eligible with limited English proficiency were randomly assigned to two instruction conditions. Both groups received direct instruction in high frequency root words. One condition featured added…

This study compared the effects of delivering a supplemental, small-group tutoring intervention on the mathematics outcomes of third-grade students at risk for mathematics difficulties (MD) who were randomly assigned to either a schema-based instruction (SBI) or control group. SBI emphasized the underlying mathematical structure of additive…

This project entailed a three-year efficacy evaluation of the Computer and Team Assisted Mathematical Acceleration (CATAMA) Lab developed by the Center for Social Organization of Schools at Johns Hopkins University. The CATAMA Lab was proposed as an immediate and practical approach to addressing the different types of math deficits held by…

In 2004, the U.S. Department of Education's Institute of Education Sciences contracted with Mathematica Policy Research to conduct a large-scale evaluation of comprehensive teacher induction. The purpose of the study was to determine whether augmenting the set of services districts usually provide to support beginning teachers with a more…