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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., Posner, M. A., Lawrence, N., Krier, K., Roemer, J., & Browman, A. S. (In review). 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.

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., Scanlon, J., Porter, A., Massey, C., Merlino, F.J., & Baker, J. (In review). 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.

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.

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

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).

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.

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

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.

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.

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.

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

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.

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.

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.

Clymer, J.B. and Wiliam, D. (2006). Improving the way we grade science. Educational Leadership, 64(4), 36-42.

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