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Research

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A growing body of rigorous research demonstrates that NMSI’s programs are producing measurable and lasting improvements in teacher effectiveness, student achievement and post-secondary and workforce outcomes, including college persistence and wage earning. We are using these findings to guide the improvement and expansion of our programs, and to embark on new investigations with recognized leaders in education research.
 
Learn more about our external research below and view a list of our ongoing research collaborations.

Can UTeach? Assessing the Relative Effectiveness of STEM Teachers

Backes et al. found that students taught by UTeach teachers perform significantly better on end-of-grade tests in math and end-of-course tests in math and science.

Citation: Backes, B., Goldhaber, D., Cade, W., Sullivan, K., and Dodson, M. (2016). Can UTeach? Assessing the relative effectiveness of STEM teachers (CALDER Working Paper No. 173). Washington, D.C.: American Institutes for Research.

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First-Year Impacts of the National Math and Science Initiative’s Advanced Placement Training and Incentive Program on Student Outcomes

Sherman et al. found positive impacts of the College Readiness Program (previously named the Advanced Placement Training and Incentive Program) on students’ AP exam taking and performance across two cohorts of schools in Colorado and Indiana.

Citation: Sherman, D., Darwin, M.J., Song, M., Li, Y., and Stachel, S. (2015, April 17).  First-Year impacts of the National Math and Science Initiative’s Advanced Placement Training and Incentive Program on high school students’ outcomes. Paper presented at the 2015 annual meeting of the American Educational Research Association. Retrieved from the AERA Online Paper Repository.

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Measuring the Causal Effect of National Math + Science Initiative's College Readiness Program

Using data from more than 250 College Readiness Program partner schools, Brown and Choi found significant increases in both AP exam taking and qualifying scores earned among participating students in each year of the three-year program.

Citation: Brown, R. and Choi, K. (2015).  Measuring the causal effect of National Math + Science Initiative's College Readiness Program (CSE Tech Rep. No. 847). Los Angeles: University of California, Center for Research on Evaluation, Standards, and Student Testing.

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Do College-Preparatory Programs Improve Long-Term Outcomes?

Jackson examined the impact of the Texas APTIP program (now known as the College Readiness Program) and found that participating students earned more AP qualifying scores, were more likely to remain in college beyond their first and second years, and earned higher wages.

Citation: Jackson, C.K. (2014). Do college-preparatory programs improve long-term outcomes? Economic Inquiry, 52(1), 72-99.

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