Publications | 21st Century Partner

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New Era - New Urgency: The Case for Repurposing Education

The Impacts of a Standards-based Grading System Emphasizing Formative Assessment, Feedback, and Re-Assessment: A Mixed Methods, Cluster Randomized Control Trial in Ninth Grade Mathematics Classrooms

Kramer, S .L., Posner, M. A., Browman, A. S., Lawrence, N. R., Roem, J., & Krier, K. (2024) The impacts of a standards-based grading system emphasizing formative assessment, feedback, and re-assessment: A mixed methods, cluster randomized control trial in ninth grade mathematics classrooms, Journal of Research on Educational Effectiveness, DOI: 10.1080/19345747.2023.2287594

Can Using Cognitive Science Principles Boost Student Achievement in Middle School Science? A Cluster Randomized Controlled Trial Comparing a Cognitive Science intervention to Business as Usual and to an Intervention to Improve Teacher Content Knowledge

Kramer, S. L., Scull, J., Porter, A., Massey, C. M., Merlino, F. J., & Baker, J. Y. (2024). Can either using cognitive science principles or improving teacher content knowledge boost student achievement in middle school science? Journal of Research in Science Teaching, 1–31. https://doi.org/10.1002/tea.21923

Curriculum-based Teacher Professional Development in Middle School Science: A Comparison of Training Focused on Cognitive Science Principles Versus Content Knowledge.

Yang, R., Porter A., Massey C., Merlino J.F., & Desimone, L. (2019). Curriculum-based teacher professional development in middle school science: A comparison of training focused on cognitive science principles versus content knowledge. Journal of Research on Science Teaching, 2019; 1–31. https://doi.org/10.1002/tea.21605

NSF’s I-Cubed Initiative: Site Accomplishments and Lessons for the Field

Frechtling, J., Merlino, F.J., & Stephenson, K. (2017). NSF’s I-Cubed Initiative: Site accomplishments and lessons for the field. Rockville, MD: Westat.

Universal Algebra I Policy, Access, and Inequality: Findings from a National Survey

Remillard, J. T., Baker, J. Y., Steele, M. D., Hoe, N. D., & Traynor, A. (2017). Universal algebra I policy, access, and inequality: Findings from a national survey. Education Policy Analysis Archives, 25(101). http://dx.doi.org/10.14507/epaa.25.2970

Learning about New Demands in Schools: Considering Algebra Policy Environments (LANDSCAPE): Findings from a National Survey

Steele, M.D., Remillard, J., Baker, J.Y., Keazer, L.M, & Herbel-Eisenmann, B. (2016). Learning about new demands in schools: Considering algebra policy environments (LANDSCAPE) findings from a national survey (RR-86). Philadelphia, PA: Consortium for Policy Research in Education. https://repository.upenn.edu/cpre_researchreports/86

Ambient Positional Instability Among Ohio Math and Science Teachers:
2008 to 2014

Baker, J. Y., and Boruch, R. (2015). Ambient positional instability among Ohio math and science teachers: 2008-214. Working Paper/Briefing. Conshohocken, PA: 21PSTEM. http://repository.upenn.edu/gse_pubs/269.

Golfing in a Hurricane: Education System Instability, Randomized Controlled Trials, and Children’s Achievement

Boruch, R., Merlino, F.J., & Porter, A. (2012). Golfing in a hurricane: Education system instability, randomized controlled trials, and children’s achievement. Philadelphia: University of Pennsylvania.

The Most Improved and Most Regressed Districts in Pennsylvania on the 11th Grade PSSA from 2004 to 2010

Baker, J.Y., & Merlino, F.J. (2010, November). The most improved and most regressed districts in Pennsylvania on the 11th grade PSSA from 2004 to 2010. Conshohocken, PA: 21st Century Partnership for STEM Education.

Are Educational Expenditures Associated with 11th Grade Student Achievement in Pennsylvania School Districts?

Merlino, F.J., Baker, J.Y., & Seltzer, R. (2010, November). Are educational expenditures associated with 11th grade student achievement in Pennsylvania school districts? Conshohocken, PA: 21st Century Partnership for STEM Education.

Cambridge High School Report Summary

21PSTEM. (2009). Cambridge high school report summary. Conshohocken, PA: 21PSTEM.

The Financial and Non-financial Factors Associated with 11th grade student academic proficiency in math and reading in Pennsylvania

Merlino, F.J., Bernotsky, R.L., Feldman, J., & Rui, N. (2009). The financial and non-financial factors associated with 11th grade student academic proficiency in math and reading in Pennsylvania. Conshohocken, PA: 21st Century Partnership for STEM Education.

Virtual Tutoring Pilot Program: Questions and Considerations for the Future

Wolff, E.F., Pomeroy, D., Blanc, S., & Clancy, R.M. (2009). Virtual tutoring pilot program: Questions and considerations for the future. MERLOT Journal of Online Learning and Teaching, 5(2), 325-335. https://jolt.merlot.org/vol5no2/wolff_0609.htm.

An Existence Proof: Successful Joint Implementation of the IMP Curriculum and a 4 X 4 Block Schedule at a Suburban U.S. High School

Kramer, S., & Keller, R. (2008). An existence proof: Successful joint implementation of the IMP curriculum and a 4 X 4 block schedule at a suburban U.S. high school. Journal for Research in Mathematics Education, 39(1), 2-8. https://doi.org/10.2307/30034885

Improving the Way We Grade Science

Clymer, J.B. and Wiliam, D. (2006). Improving the way we grade science. Educational Leadership, 64(4), 36-42. https://www.ascd.org/el/articles/improving-the-way-we-grade-science

Merlino, F. J. & Pomeroy, D. (2024). New era-new urgency: The case for repurposing education. Lanham, MD: Lexington Books.

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