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Our Work 2018-03-06T14:06:58+00:00

A Sample of the Wide Range of Work We Have Conducted

Randomized Controlled Trials (RCTS)

Drummond, K., Chinen, M., Duncan, T.G., Miller, H.R., Fryer, L., Zmach, C., & Culp, K. (2011). Impact of the Thinking Reader® Software Program on Grade 6 Reading Vocabulary, Comprehension, Strategies, and Motivation (NCEE 2010-4035). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Read more.

Duncan, T.G., Parent, L.D.R., Chen, W.H., Ferrara, S, Johnson, E., Oppler, S., & Shieh, Y.Y. (2005). Study of a dual language test booklet in 8th grade mathematics. Applied Measurement in Education, 18 (2), 129-161. Read more.

Rogers, T., Duncan, T.G., Wolford, T., Ternovski, J., Subramanyam, S., & Reitano, A. (2017). A randomized experiment using absenteeism information to “nudge” attendance. (REL 2017–252). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. Read more.

In progress: Moeller et al., Math for All: Assessing the Efficacy of a Professional Development Program for Elementary School Teachers

Quasi-experimental Designs and Secondary Data Analysis

Duncan, T.G., & McKeachie, W.J. (2005). The making of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational Psychologist, 40, 117-128. Read more.

Kilmer, R.P., Cook, J.R., Palamaro Munsell, E., & Kane Salvador, S. (2010). Factors associated with positive adjustment in siblings of children with severe emotional disturbance: The role of family resources and community life. American Journal of Orthopsychiatry, 80, 473-481. Read more.

Salvador, S. K., Schoeneberger, J., Tingle, L., & Algozzine, B. (2012). Relationship between second grade oral reading fluency and third grade reading. Assessment in Education: Principles, Policy & Practice, 19, 341-356. Read more.

Research Reviews

Mackey, P.M., & Duncan, T.G. (2013). Does raising the state compulsory school attendance age achieve its intended outcomes? (REL 2014–005). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. Read review.

O’Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017a). A review of the literature on social and emotional learning for students ages 3–8: Characteristics of effective social and emotional learning programs (part 1 of 4). (REL 2017–245). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. Read review. 

O’Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017b). A review of the literature on social and emotional learning for students ages 3–8: Implementation strategies and state and district support policies (part 2 of 4). (REL 2017–246). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. Read review.

O’Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017c). A review of the literature on social and emotional learning for students ages 3–8): Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4). (REL 2017–247). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. Read review.

O’Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017d). A review of the literature on social and emotional learning for students ages 3–8: Outcomes for different student populations and settings (part 4 of 4) (REL 2017–248). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. Read review.

O’Conner, R., Porowski, A., & Passa, A. (2014). Disproportionality in school discipline: An assessment of trends in Maryland, 2009–12. (REL 2014–033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. Read review.

Porowski, A., O’Conner, R., & Luo, J.L. (2014). How do states define alternative education? (REL 2014–038). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. Read review.

Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007–No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Read review.

Unpublished Technical Reports

  • Duncan, T.G., Falls, K., & De Feyter, J. (2015). Formative evaluation of the Delaware Readiness Teams Initiative. Report presented to the Delaware Readiness Teams Advisory Committee and the Office of Early Learning of the Delaware Department of Education.

  • Duncan, T.G., & Johnson, J.D. (2014). Affective and cognitive engagement among rural students in Pennsylvania. Report presented to Pennsylvania Intermediate Units 9 and 17.

  • Duncan, T.G., Passa, A., Remedios, R., & De Feyter, J. (2014). Examination of the Delaware Development Coaches Program. Report presented to the Delaware Department of Education.

  • Ferrara, S., & Duncan, T.G. (2006). Aligning item demands and item targets: A handbook for achieving item construct validity. Washington, DC: American Institutes for Research.

  • Schoeneberger, J., & Duncan, T.G. (2016). Formative Evaluation of the Maryland Business Roundtable’s STEM Innovation High School. Report presented to the Maryland Business Roundtable for Education, Baltimore, MD.

  • Schoeneberger, J., & Duncan, T.G., Fernandez, F., & McCoy, E. (2016). Formative Evaluation of the District of Columbia Re-Engagement Center. Report presented to the Office of the State Superintendent of Schools of the District of Columbia, Washington, DC.