University of California, Davis
Associated IES Content
Grant
Examining How Teacher-Student Interactions within Mathematics and Literacy Instructional Contexts Relate to the Developmental and Academic Outcomes of Early Elementary Students with Autism
The purpose of this project is to better understand the mathematics and literacy learning opportunities provided to early elementary students with autism spectrum disorder (ASD) in general education classrooms and how these opportunities are associated with student outcomes. The research team will examine student participation, teacher instructional practices, and teacher language use during instructional lessons and explore how the dynamic associations between them shape students' developme...
Federal funding program:
Award number:
R324A210288
Grant
College and Career Readiness: Investigating California's Efforts to Expand Career Technical Education Through Dual Enrollment
The purpose of this project is to examine the result of policy changes due to California Assembly Bill 288 (AB288), enacted in 2015 to create the College and Career Access Pathways (CCAP) partnership. CCAP increased the prominence of Career and Technical Education (CTE) at the high school level by allowing high schools and community colleges to enter joint partnerships and offer dual enrollment courses that count towards both a high school diploma and an associate degree from California comm...
Federal funding program:
Award number:
R305A210217
Grant
Autism Postdoctoral Training Program Addressing the Educational Needs of Pre-K through Secondary Aged Students
Federal funding program:
Award number:
R324B180034
Grant
Testing the Efficacy of the Academic Language and Literacy in Every Subject (ALLIES) Professional Learning Program
Meeting the needs of English learners (ELs) in U.S. schools is an urgent focal area for education; however few teachers report feeling prepared to meet the needs of ELs. This proposed study aims to test the efficacy of the Academic Language and Literacy in Every Subject (ALLIES) initiative. This intervention was designed to build mentor and teacher capacity across disciplines to promote ELs academic language and literacy development.
Federal funding program:
Award number:
R305A170316
Grant
Exploring Multi-Level System Factors Facilitating Educator Training and Implementation of Evidence-Based Practices (EBPs)
The purpose of this study is to examine how system-wide (i.e., region, district, and school) mechanisms such as leadership support, training requirements, structure, collaboration, and prior education affect teachers' use of evidence-based practices (EBPs) and, in turn, how this affects outcomes for students with autism spectrum disorder (ASD). Despite growing evidence for the positive effects of EBPs for a wide range of treatment targets in children with ASD, these practices are not consist...
Federal funding program:
Award number:
R324A170063
Grant
Daily Experiences with Diversity: Academic and Social Adjustment in High School
The purpose of the proposed study is to examine malleable factors that may allow schools and districts to parlay the increasing ethnic diversity of their student populations into positive academic outcomes for adolescents. Specifically, the research team will explore the relationship between diversity and the ability to think about situations from different perspectives (i.e., social-cognitive flexibility). Some studies have found that cognitive flexibility is crucial for learning, often r...
Federal funding program:
Award number:
R305A170559
Grant
Adapting an Evidence-Based Practice for Children At-Risk for Autism for Diverse Early Intervention Service Systems
The research team proposed to improve developmental outcomes and school readiness of infants and toddlers at risk for autism spectrum disorders (ASD) and their families by adapting an existing empirically supported practice-the Early Start Denver Model (ESDM)-for use in Part C of the Individuals with Disabilities Education Act (IDEA) intervention systems in low-income, ethnically diverse community settings. The Program for Infants and Toddlers with Disabilities, commonly known as Part C, is ...
Federal funding program:
Award number:
R324A150211
Grant
Paths 2 the Future: Testing the Efficacy of a Career Development Intervention for High School Girls with Disabilities
The purpose of this efficacy project is to determine whether the Paths 2 the Future (P2F) curriculum intervention produces a beneficial effect on education and career outcomes for high school girls with high-incidence disabilities. P2F is a fully developed, gender-specific career development intervention that was developed and pilot tested through previous IES funding. High school girls with disabilities face unique challenges in gaining employment, accessing postsecondary education, living ...
Federal funding program:
Award number:
R324A170148
Grant
A Comprehensive Research-Based Computer Assessment and Accommodation System for ELL Students
The lack of research-based evidence on how best to provide appropriate testing accommodations for English language learners (ELLs) creates challenges for policymakers and practitioners in ensuring that results provide valid results for ELL students. This project will examine the effectiveness and validity of the language-based accommodations that are most commonly used for Spanish-speaking ELL students. Studies will focus on the validity of assessments under the different accommodations and ...
Federal funding program:
Award number:
R305A130223
Grant
Evidence to Inform Improvement: Supporting California Community Colleges in Pandemic Recovery
The purpose of this Network project is to assess pandemic recovery efforts undertaken by the California Community Colleges (CCC) through a set of research and dissemination activities aiming to: (1) determine what recovery activities CCC have engaged in, and how supplemental federal, state, and philanthropic dollars were spent in those efforts; (2) examine which of these recovery activities have contributed to improving student outcomes; and (3) engage community college leaders and state pol...
Federal funding program:
Award number:
R305X220016
Grant
Online Instructor Professional Development and Student Outcomes in Community Colleges
In this project, the researchers will explore possible connections among faculty participation in professional development (PD) that targets online instruction, improved delivery of online instruction, and improved community college student outcomes. As more postsecondary instruction moves online or incorporates online elements, faculty need to learn how to deliver content and support students in new ways. This has led many institutions and faculty to seek out professional development (PD). ...
Federal funding program:
Award number:
R305A210455
Grant
Evaluating Incentives for Full-time Enrollment at California Community Colleges
Researchers will assess the efficacy of a California financial aid program to provide additional financial aid to community college students that is intended to encourage full-time enrollment and timely degree completion. Although most community college credential and degree programs require a maximum of two years of coursework, students often take almost twice that long to complete their programs. Moreover, a significant proportion of students who enroll in community college never complete ...
Federal funding program:
Award number:
R305A180227
Grant
California's College and Career Readiness Standards in the Era of Common Core Assessments
In this project, researchers will describe and evaluate the impact of the revised California Early Assessment Program (EAP) that signals 11th grade students about their readiness to take postsecondary for-credit courses (based on their 11th grade state test scores in English and math) and provides advice on improving their readiness during 12th grade. In a previously funded IES study, researchers found that the Early Assessment Program had modest effects of college readiness for students att...
Federal funding program:
Award number:
R305E150006
Grant
California Community Colleges and Career Technical Education: A Research-Practitioner Partnership
This project was a collaboration between researchers at the University of California at Davis (UCD) and the Chancellor's Office of the California Community College (CCCCO) system. The purpose was to investigate the outcomes of students enrolled in CTE courses and programs at the state's community colleges. Specifically, the project focused on:
Federal funding program:
Award number:
R305H150073
Grant
Adapting an Evidence-Based Program for Infants and Toddlers at High Risk for Autism
The purpose of this project was to adapt an evidence-based practice for infants and toddlers at risk for ASD and their families. Infants and toddlers who have difficulties in communication, behavior regulation, and developing early relationships are at risk for Autism Spectrum Disorders (ASD) and represent a significant public health challenge. Service providers hesitate to serve very young children with social and communicative difficulties in the hopes that the infants will "grow out" of t...
Federal funding program:
Award number:
R324A140004
Grant
Ready or Not? California's Early Assessment Program and the Transition to College
Despite the pressing need to ensure that more students obtain a postsecondary degree, little is known about the aspects of specific program components that lead to college readiness and degree completion. This study investigates the efficacy of a fully-developed state program intended to better support the transition from high school to postsecondary schooling by reducing the need for remedial courses in college- California's Early Assessment Program (EAP). Two potential mechanisms by which...
Federal funding program:
Award number:
R305A100971
Grant
Examining the Efficacy of Classroom Pivotal Response Teaching in Classroom Environments
With increasing rates of autism spectrum disorders (ASD), public schools are straining to provide high-quality, evidence-based programs for these students. Most current evidence-based practices for students with ASD were designed for use in one-on-one or highly controlled settings. Little research to date has examined the effectiveness of specific techniques in the context of school systems.
Federal funding program:
Award number:
R324A140005
Grant
Virtual Reality Applications for the Study of Attention and Learning in Children with Autism and ADHD
Children with high-functioning autism (HFA) frequently exhibit achievement difficulties, especially in the areas of reading comprehension and written expression. Social attention impairment, a symptom of autism, may play a critical role in the learning difficulties of these children. Social attention impairment in autism encompasses three related problem domains-joint attention, social orienting, and attention to faces. To engage effectively in social learning within a classroom, children mu...
Federal funding program:
Award number:
R324A120168
Grant
The Effects of Institutional Practices on Postsecondary Trajectories—Matriculation, Persistence, and Time-to-Degree
College completion rates remain significantly lower for minority students and for those students who come from poor or modest economic backgrounds than for white and relatively advantaged students. Unfortunately, relatively little is known about the effects of postsecondary institutional practices on college completion. In this project, researchers examine the effects of three practices on college persistence and completion. First, using a recently implemented Early Assessment Program, 11...
Federal funding program:
Award number:
R305B070377
External Person
Adrienne Nishina
Adrienne Nishina is a Professor in the Department of Human Ecology at UC Davis. Her research focuses on peer relationships during adolescence and emerging adulthood. Specifically, she examines young people’s exposure to peers from diverse ethnic backgrounds in the context of schools, and how these critical social experiences are connected to short and longer-term academic, psychological, social, and physical well-being.
External Person
Paco Martorell
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