Exploring trends and heterogeneity in the timing and effects of English learner reclassification: A systematic review and meta-analysis
Funder: Institute of Education Sciences (R305A200201)
Principal Investigator: Molly Faulkner-Bond
Co-Principal Investigators: Ilana Umansky, Emily Tanner-Smith
This grant project was funded by the Institute of Education Sciences. The project aims were to conduct a systematic review and aggregate data meta-analysis examining how long it takes English Learner students to be reclassified as English proficient, how English Leaner reclassification affects students’ achievement and graduation outcomes, and variability in these effects across contexts and students.
What Works Clearinghouse: Statistics, website, and training (WWC-SWAT)
Funder: U.S. Department of Education (91990018C0019)
Principal Investigators: Jack Buckley, Larry Hedges, Jeffrey Valentine
UO Subcontract Principal Investigator: Emily Tanner-Smith
This contract supported the U.S. Department of Education’s What Works Clearinghouse (WWC), an evidence-based repository of “what works” in education. Our team was responsible for updating the WWC’s standards for assessing the quality of education studies that use experimental designs, quasi-experimental designs, regression discontinuity designs, and single-case designs. Our team was also responsible for maintaining the training and certification activities that researchers must undertake in order to become certified WWC reviewers.
Brief substance use interventions to reduce consumption and consequences among patients in general healthcare settings: Understanding variability in effects
Funder: National Institute on Drug Abuse (R01 DA043589)
Principal Investigator: Emily Tanner-Smith
This review examined the effectiveness of drug and alcohol brief interventions (BIs) delivered in general healthcare settings. The aims of the review were to: (1) assess the overall effects, and quantify the variability in the effects, of BIs delivered in general healthcare settings on patients’ drug and alcohol outcomes; and (2) examine variability in BI effects according to the types of active intervention components, patients, providers, settings, and study methodology features.
Estimating comparative effectiveness of brief alcohol interventions for young adults
Funder: National Institute on Alcohol Abuse and Alcoholism (R01 AA019511)
Principal Investigator: Eun-Young Mun
UO Subcontract Principal Investigator: Emily Tanner-Smith
This review examined the effectiveness of brief alcohol interventions for adolescents and young adults. The aims of the review were to: (1) assess the overall effects of brief alcohol interventions on adolescent and young adults’ alcohol consumption and alcohol-related problems; and (2) explore variation in effects associated with participant, intervention, and other study characteristics.
Nashville longitudinal study of youth safety and wellbeing (NLSYSW)
Funder: National Institute of Justice (2016-CK-BX-K002)
Principal Investigator: Maury Nation
UO Subcontract Principal Investigator: Emily Tanner-Smith
The purpose of the NLSYSW was to develop a comprehensive, multilevel dataset that will permit empirical research on the relationships between student, school, and neighborhood risk and protective factors related to youth safety and wellbeing. An interdisciplinary team involving researchers, educators, city government, police, juvenile courts, and youth development workers used these data to advance empirical research and support school and community initiatives related to understanding a) the role of neighborhood exposure to violence and disadvantage on students norms/attitudes, behaviors, and achievement, b) the role of school climate and access to resources in moderating neighborhood and student risks factors, c) the neighborhood, school , and student factors that affect racial/ethnic disparities in office disciplinary referrals and the use of exclusionary discipline, and d) the neighborhood, school and factors that influence students’ social and emotional competence.
Initiative to develop and test guidelines for juvenile drug courts
Funder: Office of Juvenile Justice & Delinquency Prevention (2014-DC-BX-K001)
Principal Investigator: Roger Jarjoura
UO Subcontract Principal Investigator: Emily Tanner-Smith
The purpose of the OJJDP Initiative to Develop and Test Guidelines for Juvenile Drug Courts (JDCs) was to establish guidelines that will continue to improve the performance and capacity of JDCs across the nation to better serve youth with substance abuse (and co-occurring substance abuse and mental health disorders). Through two phases, this initiative identified research-informed JDC and treatment practices, develop and disseminate guidelines for JDC, test the impact of the guidelines to inform the improvement and advancement JDCs, and modify the guidelines, as appropriate. The long-term goal of this initiative was to improve the quality and effectiveness of JDCs. The project incorporated knowledge collected through meta-analysis, implementation science, and practitioner and participant feedback to provide a better understanding of the core components of JDC program effectiveness.
Effectiveness of recovery high schools as continuing care
Funder: National Institute on Drug Abuse (R01 DA029785)
Principal Investigators: Andrew Finch, John Grabowsky, and Paul Moberg
Data Manager: Emily Tanner-Smith
The project used a quasi-experimental design to assess the effectiveness of recovery high schools for promoting academic and behavioral success among students with histories of substance use disorders. We collected longitudinal data on a sample of 294 adolescents who received substance use treatment and re-enrolled in high school after discharge, as well as longitudinal data on 304 adult caregivers of those adolescents. A wide range of assessments were completed to collect data on risk and protective factors for both the adolescents and their caregivers. In tandem with the principal investigator, our lab has conducted analyses examining mental health, substance use, and RHS outcomes in this sample.
