RAND: John F. Pane2016-06-28T21:06:22ZCopyright (c) 2016, The RAND CorporationRAND Corporationhttp://www.rand.org/about/people/p/pane_john_f.htmlIntention-to-treat Analysis in Partially Nested Randomized Controlled Trials with Real-World Complexityhttp://www.rand.org/pubs/external_publications/EP66505.html2016-06-10T13:15:00Z2016-06-10T13:15:00ZRandomized Control Trials have become the 'gold standard' of education research and an integral part of the 'what works' agenda.Helping Pittsburgh Stay on the Cutting Edge of Education Innovationhttp://www.rand.org/blog/2016/05/helping-the-pittsburgh-region-stay-on-the-cutting-edge.html2016-05-08T11:30:00Z2016-05-08T11:30:00ZLocal organizations, educators, and leaders are creating remarkable learning experiences for Pittsburgh's young people, and other cities around the country are striving to replicate their innovations.Technology Is Only Part of Personalized Learninghttp://www.rand.org/blog/2016/03/technology-is-only-part-of-personalized-learning.html2016-03-04T10:23:00Z2016-03-04T10:23:00ZThe concept of personalized learning has gained favor in recent years, partly because new technology applications help to facilitate it. But those who characterize this instructional approach as "students just using computers or other devices" are greatly oversimplifying it.Continued Progress: Promising Evidence on Personalized Learninghttp://www.rand.org/pubs/research_reports/RR1365z1.html2015-11-10T14:00:00Z2015-11-10T14:00:00ZThis Executive Summary recaps the findings in Continued Progress: Promising Evidence on Personalized Learning, a report that explores the personalized learning models adopted in U.S. schools.Continued Progress: Promising Evidence on Personalized Learninghttp://www.rand.org/pubs/research_reports/RR1365z2.html2015-11-10T14:00:00Z2015-11-10T14:00:00ZThis companion report to Continued Progress: Promising Evidence on Personalized Learning documents results from surveys administered to teachers and students in personalized learning schools in the spring of the 2014-15 school year.Continued Progresshttp://www.rand.org/pubs/research_reports/RR1365.html2015-11-10T14:00:00Z2015-11-10T14:00:00ZThis report explores personalized learning models that were adopted in schools throughout the U.S. It examines school and teacher practices, perceptions of staff and students, and achievement outcomes.First Outcomes from the National Summer Learning Studyhttp://www.rand.org/pubs/research_briefs/RB9819.html2015-02-13T11:00:00Z2015-02-13T11:00:00ZThis brief describes the near-term effects of voluntary summer learning programs provided by five urban school districts to large numbers of struggling low-income elementary students in the summer of 2013.Making Room for New Approaches: Recommendations for ESEA Reauthorization That Support Innovationhttp://www.rand.org/blog/2015/01/making-room-for-new-approaches-recommendations-for.html2015-01-27T17:06:00Z2015-01-27T17:06:00ZAs lawmakers consider the reauthorization of the Elementary and Secondary Education Act, it is critical that in meeting their objectives they do not create unnecessary obstacles to the productive innovations being explored at schools, such as personalized learning.Ready for Fall?http://www.rand.org/pubs/research_reports/RR815.html2014-12-16T03:01:00Z2014-12-16T03:01:00ZAs part of a randomized controlled trial study assessing the effect of district-run voluntary summer programs, this second report in a series looks at how summer programs affected student performance in certain categories in fall 2013.Personalized Learning Instructional Staff Survey Results (Spring 2014)http://www.rand.org/pubs/working_papers/WR1062.html2014-11-05T15:30:00Z2014-11-05T15:30:00ZDescriptively summarizes instructional staff responses to a survey administered by RAND in 23 personalized learning (PL) schools in Spring 2014.Methods Used to Estimate Achievement Effects in Personalized Learning Schoolshttp://www.rand.org/pubs/working_papers/WR1061.html2014-11-05T15:30:00Z2014-11-05T15:30:00ZDescribes the methods RAND used to analyze achievement for 23 personalized learning schools for the 2012-13 through 2013-14 academic years.Effectiveness of Cognitive Tutor Algebra I at Scalehttp://www.rand.org/pubs/external_publications/EP50410.html2014-06-01T12:00:00Z2014-06-01T12:00:00ZThis article examines the effectiveness of a technology-based algebra curriculum in a wide variety of middle schools and high schools in seven states.Addendum to Effectiveness of Cognitive Tutor Algebra I at Scalehttp://www.rand.org/pubs/working_papers/WR1050.html2014-05-30T09:15:00Z2014-05-30T09:15:00ZPresents alternative analyses of data from large-scale effectiveness studies of Cognitive Tutor Algebra I in middle schools and high schools.Does an Algebra Course with Tutoring Software Improve Student Learning?http://www.rand.org/pubs/research_briefs/RB9746.html2013-11-18T11:00:00Z2013-11-18T11:00:00ZExamines whether the Cognitive Tutor Algebra I (CTAI) algebra curriculum, which includes tutoring software, is effective in improving the math test scores of middle and high school students, relative to traditional algebra instruction.Effectiveness of Cognitive Tutor Algebra I at Scalehttp://www.rand.org/pubs/working_papers/WR984.html2013-03-06T08:00:00Z2013-03-06T08:00:00ZExamines the effectiveness of a technology-based algebra curriculum in a wide variety of middle schools and high schools in seven states.Helping Displaced Students in the Wake of Hurricane Sandyhttp://www.rand.org/blog/2012/10/helping-displaced-students-in-the-wake-of-hurricane.html2012-10-31T17:30:00Z2012-10-31T17:30:00ZIf Hurricane Sandy causes extensive disruptions in public schools—particularly in hard-hit New York City—our research shows that choices made by parents and policymakers could significantly limit the negative short-term effects of changing schools under such difficult circumstances, writes John Pane.Analysis of Costs in an Algebra I Curriculum Effectiveness Studyhttp://www.rand.org/pubs/technical_reports/TR1171-1.html2012-07-12T09:00:00Z2012-07-12T09:00:00ZExamines the costs of implementing Carnegie Learning's Cognitive Tutor Algebra I curriculum and comparison algebra I curricula (published by Prentice Hall, Glencoe, and McDougal Littell).No Evidence That Incentive Pay for Teacher Teams Improves Student Outcomeshttp://www.rand.org/pubs/research_briefs/RB9649.html2012-05-30T10:15:00Z2012-05-30T10:15:00ZAnalysis of an incentive program that paid teachers bonuses based on their students' growth in achievement in mathematics, English language arts, science, and social studies showed no effect on student test scores in any of the subject areas.Analysis of Costs in an Algebra I Curriculum Effectiveness Studyhttp://www.rand.org/pubs/technical_reports/TR1171.html2012-04-30T12:30:00Z2012-04-30T12:30:00ZExamines the costs of implementing Carnegie Learning's Cognitive Tutor Algebra I curriculum and comparison algebra I curricula published by Prentice Hall, Glencoe, and McDougal Littell.How Curriculum and Classroom Achievement Predict Teacher Time on Lecture- and Inquiry-Based Mathematics Activitieshttp://www.rand.org/pubs/external_publications/EP51598.html2012-01-01T12:00:00Z2012-01-01T12:00:00ZThis study drew on data from a large, randomized trial of Cognitive Tutor Algebra (CTA) in high-poverty settings to investigate how mathematics curricula and classroom achievement related to teacher reports of time spent on inquiry-based and lecture-based mathematics activities.