Mathematics Formative Assessment System: Effects on Student Achievement 

LaVenia, M. (2016). Mathematics Formative Assessment System: Testing the theory of action based on the results of a randomized field trial (Doctoral dissertation). Florida State University, Tallahassee, FL. http://purl.flvc.org/fsu/fd/FSU_2016SU_LaVenia_fsu_0071E_13439

Lang, L. B., Schoen, R. C., LaVenia, M., & Oberlin, M. (2014). Mathematics Formative Assessment System–Common Core State Standards: A randomized field trial in kindergarten and first grade.Presented at the Spring 2014 Society for Research on Educational Effectiveness (SREE) Conference, Washington, DC. https://eric.ed.gov/?id=ED562773

Lang, L. B., Schoen, R. C., LaVenia, M., Oberlin, M., & Robinson, M. (2013). K-3 mathematics formative assessment: Effects on teaching, learning, and the gender gap. Presented at the 2013 annual meeting of the American Educational Research Association, San Francisco, CA.

Lang, L. B., Hawthorne, H., Sakon, F., Reta, A., & Schoen, R. C. (2011). Examining the effects of a K–3 mathematics formative assessment system. In J. Novotna & H. Moraova (Eds.), International Symposium Elementary Maths Teaching: The Mathematical Knowledge Needed for Teaching in Elementary Schools (pp. 214–221).

Schoen, R. C., LaVenia, M., Tazaz, A., Farina, K., Dixon, J. K., & Secada, W. G. (2020). Replicating the CGI experiment in diverse environments: Effects on grade 1 and 2 student mathematics achievement in the first program year (Research Report No. 2020-02). https://doi.org/10.33009/fsu.1601237075

Replicating the CGI Experiment in Diverse Environments: Effects on Student Achievement Following the Second Year of Implementation

Measuring Early Elementary Teachers’ Knowledge and Beliefs about Mathematics
This poster was presented in December 2015 at the NCER/NCSER 2015 Principal Investigators Meeting.

Foundations for Success in STEM: Effects on Student Achievement in Grades K–2

Foundations for Success in STEM: Effects on Student Achievement in Grades 3–5

Foundations for Success in STEM: Effects on Teacher Knowledge, Beliefs, and Attitudes

Schoen, R. C., & Koon, S. (2021). Effects of an inquiry-oriented curriculum and professional development program on grade 7 students’ understanding of statistics and on statistics instruction (REL 2021–055). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=REL2021055