Texas Impact: Evaluation Report for Teach For America
CORE’s recent evaluation examined the overall impact of Teach For America (TFA) on academic outcomes within one year. It replicates and expands on existing evidence about TFA impacts and describes the various conditions that differentially contribute to effectiveness in various Texas settings.
Reports
Dallas Young Women's Iniative Evaluation Summaries for Years 1-3
CORE has been conducting a participatory, developmental, and formative multi-year evaluation and research study of the Texas Women’s Foundation Dallas Young Women’s Initiative (DallasYWI) Program. CORE has reported individual and collective benefits to the young women of color participating in the program and how their advocacy and leadership around local and national issues has led to better outcomes for other young women of color in our community.
Dallas Young Women’s Initiative: Year One Evaluation Summary
Dallas Young Women’s Initiative: Year Two Evaluation Summary
Dallas Young Women’s Initiative: Year Three Evaluation Summary
Executive Summary of 2017 Evaluation Findings; Big Thought, Dallas City of Learning
In the summer of 2017, Big Thought supported a network of summer learning providers through an initiative called Dallas City of Learning (DCoL). By providing some financial assistance, training, curriculum and supplies, networking, transportation, and other supports, Big Thought sought to increase the likelihood that high quality programming was reaching Dallas youth throughout the summer months.
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Summary of 2017 Evaluation Findings; Dallas Afterschool
Why Propensity Score Matching? Propensity Score Matching (PSM) helps create an “apples to apples” comparisons of students who participated in a DAS afterschool program and those who did not. This means that differences between the groups can be reasonably attributed to the intervention (to afterschool) instead of to other factors.
Technical Report; Effects of Sustained Quality in Pre-K, Kindergarten, and First Grade in DallasISD
In collaboration with DallasISD, CORE is monitoring the effects of high quality early childhood. Our results show sustained positive effects for attending PreK in DallasISD and even more benefits when PreK is high quality and is followed by high quality kindergarten and first grade too.
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Executive Summary; Sustained Quality in Early Grades
A study conducted by SMU’s Center on Research and Evaluation (CORE) shows that DallasISD students in high- quality PreKindergarten (PreK), Kindergarten, and 1st grade classrooms outperform their peers in lower quality classrooms.
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Commentary; Cascading Impact of Quality Pre-K
How do we know whether PreK is worth the investment? The best method to assess the true impact, and therefore the value of PreK over time is to measure the quality of PreK followed by the quality of Kindergarten, first, second, and even third grade.
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Articles
Writing to Learn in Elementary Classrooms: A National Survey of U.S. Teachers
Gillespie Rouse, A., Kiuhara, S. A, & Kara, Y. (2021). Writing to learn in elementary classrooms: A national survey of U.S. teachers. Reading and Writing: An Interdisciplinary Journal. Published online first.
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Contextualizing the Ecuadorian National Science Curriculum: Perspectives of Science Teachers in the Galapagos Islands
Roman, D., Rossi, D., Perez-Joehnk, G., Knab, R., & Rahim, H. (2020). Contextualizing the Ecuadorian National Science Curriculum: Perspectives of Science Teachers in the Galapagos Islands. In I. Tapia (Ed.), International Perspectives on the Contextualization of Science Education, (pp. 47-66). New York, NY: Springer.
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Estimating Model-Based Oral Reading Fluency: A Bayesian Approach
Kara, Y., Kamata, A., Potgieter, C., and Nese, J. F. T. (2020). Estimating Model-Based Oral Reading Fluency: A Bayesian Approach. Educational and Psychological Measurement.
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Virtual and Physical Interactions in School-Based Spaces: Latinx Parent Engagement in a High-Tech Urban Elementary School
Pavlakis, A. E., Conry, J. M., and del Rosal, K. (2019). Virtual and Physical Interactions in School-Based Spaces: Latinx Parent Engagement in a High-Tech Urban Elementary School. Urban Education.
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Affordances and Task Design: A Case Study of Online Mentoring Between Practicing Teachers and Adolescent Learners
Ware, P., del Rosal, K., and Conry, J. (2018). Affordances and task design: A case study of online mentoring between practicing teachers and adolescent learners. In Kern, R. & Develotte, C. (Eds.) Online multimodal communication and intercultural encounters: Theoretical and educational perspectives. Routledge.
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The Severity of State Truancy Policies and Chronic Absenteeism
Conry. J. M. and Richards, M. P. (2018). The Severity of State Truancy Policies and Chronic Absenteeism. Journal of Education for Students Placed at Risk (JESPAR).
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Exploring the Cross-linguistic Transfer of Reading Skills in Spanish to English in the Context of a Computer Adaptive Reading Intervention
Baker, D. L., Basaraba, D. L., Smolkowski, K., Conry, J., Hautala, J., Richardson, U., Cole, R.(2017). Exploring the cross-linguistic transfer of reading skills in Spanish to English in the context of a computer adaptive reading intervention. Bilingual Research Journal, 40(2), 222-239.
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Exploring the Fluid Online Identities of Language Teachers and Adolescent Language Learners
del Rosal, K., Conry, J., and Wu, S. (2017). Exploring the fluid online identities of language teachers and adolescent language learners.Computer Assisted Language Learning, 30(5), 390-408.
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Intervening with Struggling Readers in Seventh Grade: Impact Evidence from Six School Districts
Baker, SK, Nelson, NJ, Stoolmiller, M, Paine, PK, Turtura, J, Crone, D, and Fien, H (2018) Intervening with Struggling Readers in Seventh Grade: Impact Evidence from Six School Districts, Journal of Research on Educational Effectiveness. DOI: 10.1080/19345747.2018.1472357
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Evaluation of Analysis Approaches for Latent Class Analysis with Auxiliary Linear Growth Model
Kamata, A, Kara, Y, Patarapichayatham, C and Lan, P (2018) Evaluation of Analysis Approaches for Latent Class Analysis with Auxiliary Linear Growth Model. Front. Psychol. 9:130. doi: 10.3389/fpsyg.2018.00130
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Using Propensity Score Matching to Estimate Treatment Effects of Afterschool Programs on Third‐grade Reading Outcomes
Baker, SK, Kamata, A, Wright, A, Farmer, D, Nippert, R. Using propensity score matching to estimate treatment effects of afterschool programs on third-grade reading outcomes. J Community Psychol. 2018;1–18.https://doi.org/10.1002/jcop.22104.
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Evaluation of Ability Estimates Under Bi-factor Testlet Model
Patarapichayatham, C., Kamata, A. (2018). Evaluation of ability estimates under bi-factor testlet model. Journal of Graduate Studies.
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Parameter Recovery for the 1-P HGLLM with Non-normally Distributed Level-3 Residuals
Kara, Y., Kamata, A. (2017). Parameter recovery for the 1-P HGLLM with non-normally distributed level-3 residuals. Educational Sciences: Theory & Practice, 17, 1165-1177.
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A Two-step Sampling Weight Approach to Growth Mixture Modeling for Emergent and Developing Skills with Distributional Changes Over Time
Nese, J. F. T., Kamata, A., Tindal, J. (2017). A two-step sampling weight approach to growth mixture modeling for emergent and developing skills with distributional changes over time. Journal of School Psychology, 61, 55-74.
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Assessment of Biological, Psychological and Adherence Factors in the Prediction of Step-down Treatment for Patients with Well-controlled Asthma
Saito, N., Kamata, A., Itoga, M., Tamaki, M., Kayaba, H., Ritz, T. (2017). Assessment of biological, psychological and adherence factors in the prediction of step-down treatment for patients with well-controlled asthma. Clinical & Experimental Allergy. 47, 467-478.
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Review of Early Childhood Assessments; Methods and Recommendations
Wright, A, Farmer, D., Baker, S. (2016). Review of Early Childhood Assessments; Methods and Recommendations. Prepared for Texas Education Agency; file:///C:/Users/46756095/Downloads/Assessment_Review_Final_Report.pdf
Getting To Outcomes and Social and Emotional Learning Programs
Wright, A., Lamont, A., Wandersman, A., Osher, D. (2014) Getting to outcomes and social and emotional learning programs. Handbook of Social and Emotional Learning, CASEL, Chicago, IL.
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New Opportunities in Teen Pregnancy Prevention
Wright, A. Duffy, J., Kershner, S., Flynn, S., Lamont, A. (2014) New opportunities in teen pregnancy prevention: Identifying individual and environmental differences between youth who abstain, use contraception and use no contraception. American Journal of Community Psychology.
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Innovative Methods in Evaluation: An Application of Latent Class Analysis to Assess How Teachers Adopt Educational Innovations
Lamont, A., Markle, R., Wright, A., Abraczinzkas, M., Smith, S., Imm, P, Wandersman, A. (2017). Innovative methods in evaluation: An application of Latent Class Analysis to assess how teachers adopt educational innovations. American Journal of Evaluation.
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An Empowerment Evaluation Approach to Implementing with Quality at Scale: The Quality Implementation Process and Tools
Lamont, A., Wright, A., Wandersman, A., Hamm. D. (2014). An empowerment evaluation approach to implementing with quality at scale: The quality implementation process and tools. Empowerment Evaluation, 2nd Edition, D. Fetterman, S, Kaftarian, A. Wandersman, Eds.
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