Grants & Awards

The postdoctoral training program supports and trains postdoctoral fellows with expertise in research design and implementation, applied content expertise, and methodology and data analysis. Each cohort of postdoctoral fellows is funded for two years and is immersed in CTL-managed research projects.

Students who perform poorly in mathematics early in school are at risk for continuing to struggle in mathematics throughout elementary school and beyond. Recent empirical studies of targeted interventions for students at-risk in mathematics indicate overall effectiveness at positively impacting student outcomes.

Project Summary The primary objective of Project Write: Examining English Learners’ Writing Proficiency is to examine the English writing development of English learners (ELs) and identify the writing skills that discriminate between typically developing ELs and those who are at risk for writing difficulties.

PAR (Promoting Algebra Readiness) is a Goal 2 Development and Innovation project focused on developing a print-based intervention that targets rational number concepts.

The purpose of Project HiFi is to develop a software prototype for assessing the reading fluency of students in grades 1 - 6. Such technology will provide scoring and tracking assessments, and the capacity to link data directly to a database, among other features.

Read Aloud is a Goal 3 Efficacy and Replication study designed to investigate the impact of a Tier 1 (whole group) Read Aloud curriculum and a Tier 2 (small group) booster intervention on the reading achievement of first grade students.

The purpose of this project is to conduct a systematic review and meta-analysis of English learner (EL) reclassification studies. Reclassification refers to the determination that an EL student is English proficient and is ready to exit EL classification.

The purpose of this NCSER Systematic Replication in Special Education research project is to conduct an efficacy replication of ROOTS, a 50-lesson (Tier 2) kindergarten mathematics intervention in which key variables related to intervention delivery will be systematically varied across different school types (i.e., urban and rural) and student popu

ROOTS is a Goal 3 Efficacy and Replication study designed to test the impact of a small-group (Tier 2) kindergarten, mathematics intervention program under three different conditions that vary in instructional intensity.

Through a series of IES Research Grants, researchers created the MOCCA, an online diagnostic reading comprehension assessment for students in grades three to three and for college students who struggle reading.

English Learners (ELs) in secondary schools face two types of challenges: barriers to accessing rigorous courses and a scarcity of quality learning opportunities in school that prepare them for life, careers, and civic participation.

The purpose of the Sentinel Schools Project is to provide systematic and detailed information on the functioning of formative assessment measures used in the DIBELS Data System across a variety of instructional contexts.

The purpose of the SCiP-Science (Shared Conversations in Preschool about Science) project is to develop training and coaching materials in dialogic reading and in preschool science. Science center units and measures of expressive and receptive vocabulary aligned with the content provided in the science centers are being developed.

Stepping up KinderTEK is a "Stepping Up" project funded as a cooperative agreement with the Office of Special Education and Rehabilitative Services (OSEP) at the Department of Education. Its purpose is to expand the current KinderTEK iPad math intervention to more effectively serve K-Gr3 students with disabilities.

Systematic and Explicit Teaching Routines (SETR) is a Goal 3 Efficacy and Replication study designed to test the impact of systematic and explicit instructional teaching routines for increasing the early literacy achievement of Spanish-speaking English language learners in transitional bilingual education programs.

The purpose of the Center on Improving Literacy through Supporting Elementary School Leaders (CISEL) is to, provide technical assistance for school leaders on instructional content and leadership skills to improve teacher implementation of evidence-based literacy practices and literacy skills of students with, or at risk for, literacy-related disab