This study evaluates the Programming the Acceleration of Computing Education (PACE) Framework for Computer Science (CS) Systems Change, developed to promote equitable access to CS education for middle school students. Funded by an Education Innovation and Research (EIR) Early-Phase Grant, the intervention aimed to increase student understanding,…

The primary goal of this study is to evaluate the efficacy of professional development (PD) and implementation fidelity on the performance of middle school students in mathematics within an online learning environment. Using a quasi-experimental design, the research compares educational outcomes between control and experimental groups…

Class-wide Function-related Intervention Teams (CW-FIT) is a classroom management intervention in which teachers incorporate positive behavior support (PBS) principles by teaching specific classroom expectations and providing feedback on student behavior as part of an interdependent group contingency. Interventions like CW-FIT may be helpful for…

This is the final report of an independent evaluation of the CompuPower program that was developed by Arizona State University's Center for Gender Equity in Science and Technology (ASU CGEST). CompuPower is a multifaceted program for high school students that is centered on a culturally responsive computing course that includes four key…

Postsecondary education students with intellectual and multiple disabilities are often supported by same-aged peer mentors. A single-subject multiple baseline design was used to examine the relationship between training with and without performance feedback and a peer mentor's fidelity of implementing a student's function-based intervention plan…

This report contains the appendices for the report "'How Are the Children?' A Study of the Effectiveness of a Social-Emotional Learning Curriculum for High School Students: A Report of a Randomized Experiment Conducted in the Rock Island Milan School District." The report presents findings from a one-year teacher-level randomized control…

This study evaluates the first year of implementation of How Are the Children (HATC), a project-based social-emotional learning (SEL) curriculum designed to enhance high school student's social-emotional (SE) development. Through documentary filmmaking and lessons based on SE competencies, HATC aims to provide SEL support that amplifies authentic…

The purpose of the "Drivers Best Practices Assessment" ("DBPA") is to assist organizations in assessing their current supports and resources for quality use of selected programs or practices. Specifically, organizations can use it to: (1) Identify strengths and opportunities for improvement in their current supports and…

Handwashing is a vital skill for maintaining health and hygiene. For individuals with intellectual and developmental disabilities (IDD), such as autism spectrum disorder, evidence-based strategies, such as prompting and task analysis, may be effective in teaching these skills. Due to the shortage of experts who teach individuals with IDD skills…

Class-Wide Function-Related Intervention Teams (CW-FIT) is a classroom management system using a group contingency involving direct teaching of classroom rules/skills, differential reinforcement of appropriate behaviors, and minimized social attention to inappropriate behaviors. We investigated elementary school teachers' implementation of CW-FIT…

Individuals with intellectual and developmental disabilities (IDD) face many barriers to meaningful inclusion, including limited language and communication skills. Professionals, such as speech-language pathologists (SLPs), can provide personalized instruction to promote skill development and inclusion. Providing opportunities for individuals to…

In 2013, the NYC Leadership Academy (NYCLA) developed a leadership intervention--the Targeted Intensive School Support (TISS) program--in collaboration with the New York City Department of Education (NYC DOE) to support schools that were facing particular challenges. NYCLA asked the RAND Corporation to provide an independent evaluation of the…

This mixed-methods study describes a framework for conducting cost analyses of school-based programs leveraging fidelity data and applying the ingredients method. We illustrate this approach by applying it to Positive Behavioral Interventions and Supports (PBIS), drawing on multiple sources of data from a sample of U.S. 77 schools that were…

The vast majority of American students are neither prepared nor sufficiently engaged to become science, technology, engineering, and mathematics (STEM)-literate citizens or innovative STEM professionals (National Research Council, 2007; Carnegie Corporation and the Institute for Advanced Study, 2009; National Science Board [NSB], 2010; President's…

This study evaluated the effects of an acceptability questionnaire on classroom aides' treatment integrity during implementation of behavioral intervention plans, using a multiple-probe-baseline across-participants design. Four classroom aides in a special education preschool classroom rarely used procedures recommended to manage the challenging…