Erin Ottmar, assistant professor of social science and policy studies, has been awarded a one-year grant in the amount of $20,000 from the American Educational Research Association, 
supported by the William and Flora Hewlett Foundation. Ottmar, one of only seven scholars selected for this fellowship, will investigate direct and indirect relations between cognitive, interpersonal, and intrapersonal opportunities, non-cognitive outcomes, and student achievement outcomes in reading, math, and science. Participants are 1,019 11th grade students from 20 California schools (10 network, 10 non-network) who participated in the Study of Deeper Learning conducted by the American Institutes for Research (AIR).
“The Effect of Deeper Learning Opportunities on Student Achievement: Examining differential Pathways Across Network and Non-Network Schools” will explore a series of six two-level multi-group structural equation models (SEM). Several models will be conducted to test a theoretical model that hypothesizes plausible pathways between deeper learning to interpersonal, intrapersonal, and cognitive outcomes. Ottmar will also examine differences in these relations between network and matched non-network schools. Examining whether there are differences in predictability of student outcomes in in-network and non-network schools will help build a stronger understanding of what types of opportunities and strategies can best develop the complex skills that students need to be successful in school and can also be used to inform future intervention designs and research studies.