Mulvenon, Wolf Speak at Institute of Education Sciences Conference
Posted on 6/15/2009
Two University of Arkansas professors were invited to present information at panel discussions during the fourth annual Institute of Education Sciences Research Conference on June 7-9 in Washington.
The invitation-only conference is a major gathering of education researchers from across the country focused on better understanding what helps students learn. The keynote address was delivered by U.S. Secretary of Education Arne Duncan.
Sean Mulvenon, University of Arkansas professor of educational statistics and research methods, sat on a panel called "Why the Research Community Should Take Notice of Statewide Longitudinal Data Systems." The purpose of the panel discussion was to familiarize education researchers with the role of the U.S. Department of Education's Institute of Education Sciences and the National Center for Education Statistics in working with states to develop these data systems. The panel also provided information on how researchers are using data systems to make education decisions, and researchers were briefed about ongoing work to use this type of data to address education policy issues.
Mulvenon's presentation was titled "How Are Researchers Using Data from Statewide Longitudinal Data Systems." Mulvenon, who holds the George M. and Boyce Billingsley Chair for Educational Research and Policy Studies, directs the National Office for Research on Measurement and Evaluation Systems based in the College of Education and Health Professions. NORMES developed and operates an interactive educational data system for educators and administrators with "real time" features for delivery of student-level data, school reports and No Child Left Behind school assessments.
Mulvenon joined the faculty of the College of Education and Health Professions in 1995. He recently completed a 31-month appointment as a senior adviser to the U.S. deputy secretary of education working on growth models, longitudinal data systems and research on educational policy.
Patrick Wolf, professor of education reform, sat on a panel called "Reversion to the Mean, or Does Dosage Matter?" According to the conference program description, some intervention advocates urge sustaining a new training, curriculum, supplement or another type of school or classroom policy/practice for more than one year, arguing that teachers need this time to master new practices or that students need extended exposure to teaching practices. The session looked at four new, large-scale experimental studies that focused on more extended exposure to intervention treatments, raising caution about the previous assumptions.
Wolf, who holds the Twenty-First Century Endowed Chair in School Choice, presented "Evaluation of the D.C. Opportunity Scholarship Fund: Impacts After Three Years." Wolf leads a team of researchers performing an evaluation of the school voucher program for the Institute of Education Sciences. Westat Inc. is the prime contractor for the study. In April, a report released on the evaluation found that, after three years, the program improved reading achievement for students by 3.7 months of instruction if they used an Opportunity Scholarship voucher to transfer to any of 52 participating private schools in the District of Columbia. Math achievement was not significantly affected by the program.
Wolf testified before Congress last month during its deliberations about reauthorizing the federal voucher program. He joined the faculty of the College of Education and Health Professions in 2006.
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