The Institute of Education Sciences at the U.S. Department of Education has awarded nearly $5 million to the University of Colorado Boulder, the Center for Education Policy Research at Harvard University, and Northwestern University to create a new center that will study how educational leaders—including school district supervisors and principals—use research when making decisions and what can be done to make research findings more useful and relevant for those leaders.... Read more about CU-Boulder, Harvard, and Northwestern Launch Center to Study How Educational Leaders Use Research
CEPR Faculty Director Thomas Kane discusses the importance of statistical significance in the following Brookings Institution paper.
Imagine yourself having had a heart attack. An ambulance arrives to transport you to a hospital emergency room. Your ambulance driver asks you to choose between two hospitals, Hospital A or Hospital B. At Hospital A, the mortality rate for heart attack patients is 75 percent. At Hospital B, the mortality rate is just 20 percent. But mortality rates are imperfect measures, based on a finite...
Steering Committee Member, Principal Investigator, SDP Fellowship Faculty Advisor; PIER Fellowship Faculty Mentor Professor of Education Harvard Graduate School of Education
Faculty Director Walter H. Gale Professor of Education and Economics, Harvard Graduate School of Education Member, Yidan Prize Foundation Council of Luminaries
The multi-year partnership between six Boston-area charter schools or charter management organizations (CMOs), CEPR, MIT, and TransformEd, focuses on research and practice to support students’ cognitive and social-emotional development.... Read more about Boston Charter Research Collaborative
Now that the Every Student Succeeds Act (ESSA) has resolved the struggle over the federal role in education, leaders in the remaining Common Core states can refocus attention on the standards, the assessments, and the supports teachers and students need to succeed on them. To inform those efforts, the Center for Education Policy Research (CEPR) at Harvard University surveyed a representative sample of teachers in five states (Delaware, Maryland, Massachusetts, New Mexico, and Nevada) as they prepared their students to take the new Common Core-aligned assessments in the spring of 2015.
