Research Projects Archive - Center for Research in Education & Social Policy

Linking Data and Policy to Improve College Readiness in Delaware

With funding from the Institute of Education Sciences, and in partnership with the Delaware Department of Education (DOE) Office of Higher Education, the goal of this project is to improve the college readiness of Delaware students by (a) better understanding the factors that influence students’ readiness for college, (b) identifying promising strategies in high schools with lower-than-expected rates of college remediation, and (c) exploring the potential for earlier intervention through enhancements to Delaware’s existing systems, policies, and practices.

The research plan is guided by the following research questions:

What are the most prevalent course trajectories in middle and high schools in math, English and science?
1. Of these, which trajectories have the highest rates of college enrollment and the lowest rates of college remediation?
How do students’ state testing results (proficient vs. below proficient) influence their course trajectories in middle and high school (e.g., Algebra in 8th grade) and subsequent college readiness classification (e.g., SAT scores)?
How do 9th and 12th graders describe their reactions and experiences after being labelled proficient versus not on the 8th grade state test, or college-ready versus not on the 11th grade SAT?
How do schools influence students’ course trajectories?
1. How do high schools use prior assessment scores to track students into courses?
2. To what extent are schools “under-matching” students regarding college preparatory courses?
3. What are the most promising strategies implemented in schools that are “beating the odds” (i.e., have higher college attendance rates and/or lower college remediation rates than predicted)?
Can Delaware’s existing early warning system (currently focused on predicting academic failure or dropout) be enhanced by adding information about on-track status for college readiness?

Research Design

The answers to these research questions will be based on a research design and analytic strategy intended to identify malleable factors by exploring potential effects of current policy and practice on student outcomes, including rigorous evidence of causal impacts of the proficiency labels produced by the SBA and the college readiness labels produced by the PSAT and SAT. More specifically, the study includes a regression discontinuity design coupled with a mixed methods approach using a sequential explanatory design (QUANT→qual) (Creswell & Plano Clark, 2010) to deepen our understanding of large-scale quantitative findings through qualitative inquiry.

Data Sources

Much of the data for this study come from the DOE’s statewide longitudinal data system and the National Student Clearinghouse database. The data are anonymized (student’s names, ID numbers, and other identifiers were removed and replaced with anonymous ID numbers) and are linked year to year from 2011 onward (eventually through 2026), which enables analyses over time of individual students’ test scores, course enrollments, grades, attendance, and other factors related to success in high school and enrollment in college. We are also conducting interviews with students and school staff to better understand how the experiences of students vary in difference schools and contexts, and how district and school policies and practices around course offerings and academic programs may influence students’ trajectories through high school and into college.

Publications & Presentations

May, H., Van Horne, S., & Headley, M. G. (2024, September). School Value-Added Effects on College Readiness and Enrollment: A Statewide Analysis in Delaware. Paper presented at the annual conference of the Society for Research in Educational Effectiveness (SREE), September 19, 2024, Washington, DC.

Lu, C. Y., May, H., & Morrison, K. K. (2023, September). Equitable access to rigorous courses in high school? A statewide analysis of course offerings, access, and enrollment in Delaware. Paper presented at the annual conference of the Society for Research in Educational Effectiveness (SREE), September 29, 2023, Washington, DC.

Lu, C. Y., May, H., Headley, M. G., & Klein, J. R. (2023, April). Using Qualitative Analysis of High School Course Catalog to Develop Categories for Quantitative Analysis. Paper presented at the annual conference of the American Education Research Association, April 15, 2023, Chicago, IL.

Headley, M. G., May, H., Klein, J. R., Morrison, K. K., & Carey, R. L. (2023, April). Designing a Longitudinal and Multilevel Mixed-Methods Study. Paper presented at the annual conference of the American Education Research Association, April 15, 2023, Chicago, IL.

Headley, M. G., Lu, C. Y., & May, H., (2023, April). Comparing Qualitatively and Quantitatively Defined Trajectories: Available Versus Traveled Trajectories. Paper presented at the annual conference of the American Education Research Association, April 15, 2023, Chicago, IL.

Lu, C. Y., May, H., Headley, M. G., Klein, J. R., Morrison, K. K., & Carey, R. L. (2023, April). A Longitudinal Study of High School Students’ Math Course Trajectories. Paper presented at the annual conference of the American Education Research Association, April 13, 2023, Chicago, IL.

Lu, C. Y. & May, H. (2023, April). Using High School Course Catalogs to Understand Student Access to Advanced English Language Arts and Math Courses. Paper presented at the annual conference of the American Education Research Association, April 13, 2023, Chicago, IL.

Morrison, K. K., Headley, M. G., May, H., Klein, J. R., & Carey, R. L. (2023, April). The House and the Bridge: Underlying Aims of College Readiness Supports, a Statewide Longitudinal Study. Paper presented at the annual conference of the American Education Research Association, April 13, 2023, Chicago, IL.

MindPlay Impact Evaluation

The purpose of this study is to examine the impact of MindPlay on student reading achievement in Dayton (Ohio) Public Schools. Implemented as a supplemental resource aligned with Dayton’s existing reading curricula and instructional strategies, MindPlay was made available to all students in grades K-10 beginning with the 2018-19 school year, with a particular focus on grades 2 through 6. To evaluate MindPlay’s impact, CRESP analyzed six years of NWEA MAP Reading test scores for more than 15,000 students in grades K-6 using statistical growth curve modeling comparing Dayton students’ annual growth in reading prior to and during the implementation of MindPlay, while also benchmarking their growth against national averages for the same time period.

Results confirmed that growth rates in reading scores of Dayton students during the implementation of MindPlay were significantly higher than the national average (by +0.2 to +0.6 points per year) with even larger increases in reading growth for students who used MindPlay up to 80 or 150 minutes per week. This suggests that implementation of MindPlay may have significantly reduced the COVID slump in Dayton and, instead, allowed many Dayton students to make gains that moved them closer to national average levels of reading achievement.

Read the research report here: CRESP Technical Report T24-003 – MindPlay Evaluation

Dysolve Randomized Field Trial

The purpose of this research study is to examine the efficacy of a game-based learning platform (Dysolve) that is designed to help reduce language processing deficits in children with reading difficulties, including dyslexia. A randomized controlled trial is designed to evaluate Dysolve’s impact through analysis of student’s test scores in reading and English language arts (ELA) from state accountability tests and commercially developed assessments. Students in grades 3-8 who scored below the 30th percentile on the previous year’s state test are eligible to participate in the study. Recruitment for this study continues into the 2024-25 school year, with a goal of recruiting 480 students in total.

Description of Intervention Condition

Students randomly assigned to receive the Dysolve intervention will be asked to use the Dysolve Program on a computer, tablet, or Chromebook for 15-30 min./day in addition to any other educational activities routinely provided by their school. Dysolve is a computer program designed to address dyslexia and language-related disorders. Dysolve uses Artificial Intelligence to generate individually-tailored sequences of game-based training tasks that target each learner’s unique problems. As it probes the root causes of the problems found, Dysolve designs increasingly targeted activities to correct them for that particular learner. Dysolve is offered in the cloud, allowing members to log on at any time, any place through their PCs or mobile devices. Dysolve is a supplemental intervention; children who are selected to use Dysolve will not miss other instructional time.

Description of Control Condition

Students randomly assigned to the control condition will receive “business-as-usual” (BAU) instruction and intervention already provided by their school. Students in the control condition will be able to use the Dysolve program for free after posttest data are collected for this randomized trial.

Clinical Trial Protocol and Pre-Registration

This randomized clinical trial has been pre-registered with the Registry of Efficacy and Effectiveness Studies (REES).

Read the protocol here: https://sreereg.icpsr.umich.edu/sreereg/subEntry/21840/pdf

Evaluation of NSF ICorps Northeast Hub

The NSF ICorps program is designed to foster entrepreneurship that will lead to the commercialization of technology and innovation supported previously by NSF-funded research. It aims to provide researchers with training, mentoring, and funding to help them translate their research into products or services with real-world impact. The Northeast Hub includes 11 partner institutions: Princeton University, University of Delaware, Rutgers University, Lehigh University, Temple University, New Jersey Institute of Technology, Rowan University, Delaware State University, Drexel University, Yale University, and the University of Connecticut.

The Center for Research in Education and Social Policy (CRESP) at the University of Delaware is the Northeast Hub’s Evaluation and Assessment Lead.

Center for Research Use in Education

With funding from the Institute of Education Sciences, the Center for Research Use in Education (CRUE) seeks to expand the understanding of how to improve the relationship between research and practice in the K-12 educational space. In addition, the center aims to describe and disseminate information on practices that can improve knowledge mobilization; from the production of research to the uptake and application of strategies derived from research. The center has conducted a national field trial of the Survey of Evidence in Education for Schools (SEE-S) with more than 4,000 educators in over 150 schools across the country and a national field trial of the Survey of Evidence in Education for Researchers (SEE-R) with over 300 education researchers.

Learn more about CRUE

Publications:

Read more here: Rethinking Connections Between Research and Practice in Education: A Conceptual Framework. Educational Researcher, 47(4): 235-245. ERIC ID: EJ1178818. IES funding acknowledged: R305C150017

CREATEd

CREATEd – collaboration, research, equity, and action together in education – aims to improve equitable educational opportunities and outcomes nationally by leveraging knowledge in the research and practice communities in ways that promote stronger, more equitable relationships among the two communities and ultimately improve the education system’s capacity for evidence-informed improvements. CREATEd will provide a collaborative co-design process for the creation of research informed, equity-centered resources, a year-long fellowship for diverse members of the education community centered around knowledge brokering for educational equity, and facilitate the creation of a diverse network of knowledge brokers who are committed to educational equity and positioned in a range of organizations.

Learn more about CREATEd

District Research Leaders as Knowledge Mobilizers and Brokers

The role of district research leaders (DRLs) in central offices has emerged as a strategy for improving the creation, flow, and use of research knowledge in decision-making. However, there is limited information about the responsibilities, opportunities, and challenges inherent in these roles. The purpose of this study is to explore DRLs as knowledge mobilizers and brokers of research knowledge. Funding for this study is provided by the Bill and Melinda Gates Foundation.

Publications:

Shewchuk, S. & Farley-Ripple, E.N. (2021). Findings From the District Research Leader Knowledge Mobilization Survey (RB21-002.1). Newark, DE: Center for Research in Education and Social Policy.

Shewchuk, S., & Farley-Ripple, E.N. (2021). Survey of Knowledge Mobilization Among District Research Leaders. Newark, DE: Center for Research in Education and Social Policy.

Shewchuk, S., & Farley-Ripple, E.N. (2021). Taxonomy of DRL Job Tasks (RB21-001.1). Newark, DE: Center for Research in Education and Social Policy.

Shewchuk, S. & Farley-Ripple, E.N. (2020). A Job Description and Resume Analysis of District Research Leaders (R20-004.1). Newark, DE: Center for Research in Education and Social Policy.

SNAP Incentive Reports

Between 2015 and 2017, University of Delaware’s Center for Research in Education and Social Policy (UD-CRESP) partnered with Wholesome Wave, Inc. (WW), Florida Certified Organic Growers and Consumers (referred to as Florida Organic Growers, or FOG), and the New York City Department of Health and Mental Hygiene (NYCDOHMH) to measure the impact of expanded nutrition program incentives at the networks of farmers markets (FMs) supported by these three organizations, utilizing a Randomized Control Trial (RCT) research design.

Publications:

Ladder for Growth: A National Network to Build Capacity and Test Innovative Strategies for Healthy Food Initiatives

The randomized control trial (RCT) described herein was managed and evaluated by the University of Delaware’s Center for Research in Education and Social Policy (UD-CRESP), at 76 farmer’s markets (FMs) in 13 states and the District of Columbia, over a two-year time span. The RCT randomly awarded incentives to Supplemental Nutrition Assistance Program (SNAP) recipients to use to purchase fruits and vegetables (FVs) at FMs.

Incentivizing Fruit and Vegetable Consumption in the Big Apple

This report presents data from the 21 New York City FMs within the GrowNYC FM network that participated in the RCT. These FMs partnered with the New York City Department of Health and Mental Hygiene (NYCDOHMH) in a randomized incentive program, which provided variable amounts of Health Bucks to Supplemental Nutrition Assistance Program (SNAP) participants shopping at FMs between August 2016 and October 2017.

Fresh Access Bucks: Increasing Food Access and Florida Farmer Sales at Markets Statewide

This report presents and analyzes the data from the subset of 13 FMs in the Florida Organic Growers and Consumers (also known as Florida Organic Growers or FOG) FM network that participated in the RCT between January 2016 and April 2017.

Delaware Food Research Network (DEFRN)

The Delaware Food Research Network (DEFRN) brings together a group of individuals, including researchers, policymakers, and advocates, dedicated to many facets of improving food and nutrition for Delawareans. The Network believes that through research, members have the ability to improve the related food systems both within and beyond the state’s borders. Meeting quarterly to foster interdisciplinary collaboration and idea-sharing, the Network develops strategies to maximize research potential, engages in regular cross-sector dialog, and converses with stakeholders to better understand needs and solutions. Continue reading →

Delaware School Climate and Student Success (SCSS) Study

The Delaware School Climate and Student Success (SCSS) project was funded through the U.S. Department of Education’s School Climate Transformation Grant program. SCSS is a five-year grant awarded to the University of Delaware’s Center for Disabilities Studies (CDS) in 2014. The SCSS project was designed to help LEAs create and maintain a positive school climate by building capacity to provide, improve, and expand services that address provision of: (a) professional development (PD) and data integration tools to LEAs overseeing Delaware Positive Behavior Supports (PBS) in schools throughout the state; and (b) additional technical assistance to three priority districts and nine of their schools with the greatest needs (i.e., focus schools). CDS contracted with evaluators at the Center for Research in Education and Social Policy (CRESP) at the University of Delaware (UD) to conduct an evaluation of the SCSS project.

CRESP Research team: Henry May, Sue Giancola, Tia Barnes, and Dandan Chen

Resources:

Giancola, S., & Riser, D. (Eds.). (December 2019). Delaware School Climate and Student Success (SCSS) Study: Combined Report (R19-004). Newark, DE: Center for Research in Education and Social Policy.

May, H., & Chen, D. (September 2019). Delaware School Climate Study: Analysis of Delaware School Climate Scale-Student (T19-016). Newark, DE: Center for Research in Education and Social Policy.

Barnes, T., Giancola, S., & May, H. (September 2019). Delaware School Climate Project: 2019 Case Study Report (T19-012). Newark, DE: Center for Research in Education and Social Policy.