Carnegie at AERA 2017

Carnegie will present, chair, or serve as discussant for sessions during the 2017 American Educational Research Association (AERA) Annual Meeting, April 27-May 1, in San Antonio, Texas.

Symposium: Taking the “Measure” of Networked Improvement Communities (NICs): Examining the Role of Measurement Across a NIC.

Sunday, April 30, 4:05 to 5:35pm, Henry B. Gonzalez Convention Center, River Level, Room 7C.

Chair: Ann R. Edwards, Carnegie Foundation.

Discussant: Jaime R. Lester, George Mason University.

Eighty percent of community college developmental mathematics students do not successfully complete college-level mathematics courses within three years, resulting in millions who are unable to pursue life and career goals. The Carnegie Math Pathways is a networked improvement community of over 50 colleges aimed at dramatically improving these outcomes.

Presentation 1: Are these Changes an Improvement? Using Measures to Inform Homework Practices. Amanda Meyer, The Carnegie Foundation for the Advancement of Teaching; Alicia Grunow, The Carnegie Foundation for the Advancement of Teaching; Andrew E. Krumm, SRI International.

Presentation 2: The Role of Measurement in Defining and Continuously Improving Quality Professional Development in Developmental Mathematics. Carlos Sandoval, University of California – Irvine; Haley McNamara, Carnegie Foundation for the Advancement of Teaching; Ann R. Edwards, Carnegie Foundation.

Presentation 3: Strategies for Making Digital Learning System Data Usable: A Design Workshop Approach. Andrew E. Krumm, SRI International; Rachel Beattie, Carnegie Foundation for the Advancement of Teaching.

Presentation 4: A Multilevel Propensity Score Approach to Accelerate Learning to Improve in a Networked Improvement Community. Hiroyuki Yamada, Carnegie Foundation; Melrose Huang, The Carnegie Foundation for the Advancement of Teaching.

Invited Speaker Session: ACCESS Matters: Student Achievement Through Robust Adolescent Literacy and Professional Development Programs Is the Path to Academic Success.

Friday, April 28, 10:35am to 12:05pm, Henry B. Gonzalez Convention Center, River Level, Room 7A.

Chair: Sharon Marie Saez, WestEd.

Discussant: Paul LeMahieu, The Carnegie Foundation for the Advancement of Teaching.

The growing intensification of high-stakes testing makes the achievement gap both more glaring and more consequential. One fundamental cause of the gap is disparities in literacy achievement. Although research has taught us much about what is needed to learn to read words off a page, it has provided much less knowledge about effective means of helping students learn to read to learn. There are no quick fixes to the challenges facing literacy education, but in response to the ever evolving complexity of the education landscape driving new approaches to teaching and learning the challenges are escalating with high stakes consequences. Where there is a will to invest, there are solutions with solid foundation for accessible, cost-effective, inquiry-based professional learning.

Participants: Jeffrey M.R. Duncan-Andrade, San Francisco State University; Cynthia L. Greenleaf, WestEd; Stephanie Wood-Garnett, Alliance for Excellent Education.

Symposium: Improving the Evaluation and Scalability of Social Psychological Interventions in Schools.

Friday, April 28, 8:15 to 9:45am, Henry B. Gonzalez Convention Center, Meeting Room Level, Room 208.

Chair: Joseph Thomas Powers, Stanford University.

Discussant: Max McGee, Palo Alto Unified School District.

Educators need to address motivational, cognitive, and affective factors if their students are to engage with and apply what they learn in school. But intervening upon and measuring psychological factors can be time intensive and may not fit policy makers’ expectations about what is most urgently needed in school reform. Our panel will cover recent developments in the measurement, implementation, and institutional support for psychological interventions in school settings. We hope to offer promising research on intervention methods for supporting the psychological needs of students and foster a rich discussion on how to increase the uptake of these psychological interventions to benefit the largest number of students.

Presentation 1: Developing, Testing, and Scaling Up Psychological Interventions Through Networked Improvement Communities. Kenn E. Barron, James Madison University; Chris S. Hulleman, University of Virginia; Thomas Hartka, James Madison University; R. Bryce Inouye, Commonwealth Computer Research Inc.

Presentation 2: Can We Change the Mindsets of a Nation? Evidence From the National Mindset Study. David Scott Yeager, The University of Texas – Austin and Carnegie Fellow, Student Agency Improvement Community; Paul Hanselman, The University of Texas – Austin; Chris S. Hulleman, University of Virginia; Elizabeth Tipton, Teachers College, Columbia University.

Presentation 3: Revising the Scarlet Letter of Probation: Reframing Institutional Communications Reduces Stigma and Improves Student Outcomes. Shannon Brady, Stanford University; Geoffrey L. Cohen, Stanford University; Gregory Mariotti Walton, Stanford University.

Presentation 4: The Joint Influence of Convention and Evidence Among Education Researchers. Joseph Thomas Powers, Stanford University; David Scott Yeager, The University of Texas – Austin and Carnegie Fellow, Student Agency Improvement Community; Geoffrey L. Cohen, Stanford University.

Symposium: Intricacies and Significance of Relational Trust in Schools: A Cross-National Perspective.

Sunday, April 30, 2:15 to 3:45pm, San Antonio Marriott Rivercenter, Third Floor, Conference Room 15.

Chair: Anthony S. Bryk, The Carnegie Foundation for the Advancement of Teaching.

Through research conducted in the U.S., Chile, and Belgium, the symposium will identify common and nuanced themes regarding the nature and significance of relational trust in schools. Prior studies indicate that relational trust is critical to developing key organizational practices associated with improvements in student outcomes. Yet researchers from all three countries reveal ways that trust is withheld. In Chile, school hierarchy affects exposure to trust. In Belgium, teachers bestow less trust in students who seem less “teachable.” In all three countries, students in economically disadvantaged schools are less likely to experience a trusting environment, revealing another dimension of inequity. Yet a trustworthy school leader can play a pivotal role in fostering trust among other actors in the school.

Presentation 1: Relational Trust in Illinois Schools. Molly F. Gordon, University of Chicago; Penny B. Sebring, University of Chicago; Maria Luisa de la Torre, University of Chicago.

Presentation 2: The Trust Game: A Study of Relational Trust in Elementary Schools of Valparaíso Province, Chile. Jose Weinstein, Universidad Diego Portales; Dagmar Raczynski, The Pontifical Catholic University of Chile.

Presentation 3: Teacher Trust in Students and Organizational School Context: Role of Student Culture and Teachability Perceptions. Mieke Van Houtte, Ghent University.

Presentation 4: Trustworthy School Leaders: A Vital Part of High-Performing Schools. Megan Tschannen-Moran, College of William and Mary.



April 27–May 1, 2017


San Antonio, Texas