Research

An exploratory study describing heterogeneity in specific linguistic and metalinguistic strengths and weaknesses of English language learners in sixth grade classrooms.  This study aims to uncover subtypes of profiles that demonstrate hidden strengths to be leveraged and weaknesses to be addressed by reading instruction.      

Principal Investigator (2010-2012). English Language Learners' Growth in Mathematics and Reading during Early Adolescence: Do K-8 Schools Make A Difference?  Funded by the American Educational Research Association Grants Program with support from the National Science Foundation.  $35,000

A longitudinal, quasi-experimental study of the effects of transitioning to a middle school relative to remaining in a K-8 school on English language learners' growth trajectories in reading and mathematics, using public-use data from the Early Childhood Longitudinal Study-Kindergarten Cohort.  

Subproject Principal Investigator (2010-2011). Student Transitions through the Middle Grades. Subcontract in collaboration with the Research Alliance for New York City Schools with funding from the Bill and Melinda Gates Foundation (J. Kemple, PI).  $33,500.

A longitudinal study investigating change in students' attendance and achievement across transitions into, through, and beyond the middle grades as they predict probability of high school graduation, using administrative data from New York City Schools.    

Principal Investigator (2010). Academic Language and Disciplinary Reading Comprehension among Adolescent English Language Learners: An Exploratory Study. Seed funding provided by Teachers College Dean's Grant for Pretenured Faculty.  $7,500 

A pilot study to develop measures to investigate the roles of specific dimensions of academic language proficiency in reading comprehension of science and social studies texts for English language learners in the middle school grades.