Projects

Access to Opportunity

Access to Opportunity (A2O) is a partnership with the College Board aimed at measuring and improving secondary students’ access to rigorous high school coursework and enrollment in well-matched colleges, with a focus on the most disadvantaged students.

Best Foot Forward Project

Did video technology improve the classroom observation process?

The Best Foot Forward Project investigated whether video technology can make the classroom observation process easier to implement, less costly, and more valid and reliable. In a randomized controlled trial, the study team put cameras in the hands of teachers and allowed them to select their best lessons for evaluation. Researchers aimed to learn whether digital video made the observation process more acceptable to teachers and administrators.

Digital Messaging to Improve College Enrollment & Success

The Digital Messaging to Improve College Enrollment & Success (DIMES) project is an evaluation of whether a series of low-cost digital messaging interventions can influence college applications and enrollment for students at risk of not going to college.

DreamBox Learning Achievement Growth

An impact study on the use of DreamBox Learning software on student achievement in the Howard County Public School System (HCPSS) and the Rocketship Education charter school network.

Evaluation of Tennessee Pre-College Remedial Math Programs

What are the short-term and long-term outcomes for students who participate in math “pre-remediation” as high-school seniors?

This is a study of senior-year math programs in Tennessee designed to “pre-remediate” students with low math achievement. This evaluation includes the SAILS (Seamless Alignment and Integrated Learning Support) Program, an innovative K-12 community college partnership that offers students a community college standards-aligned curriculum via a blended learning platform.

Exploring Methods for Improving Teachers’ Mathematical Quality of Instruction

What is the optimal level of facilitation in teachers’ discussions and the effect of contributing their own video?

This study is investigating the conditions of effective video-based math professional development and the use of an observational instrument as a common language for teachers to use to talk about their practice.

Proving Ground

Proving Ground is an initiative committed to helping education agencies meet their practical needs, by making evidence cheaper, faster, and easier to use. Our goal is to make evidence-gathering and evidence-use an intuitive part of how education agencies conduct their daily work.

Strategic Data Project

Since 2008, the Strategic Data Project (SDP) has partnered with school districts, charter school networks, state education agencies, and nonprofit organizations to bring high-quality research methods and data analysis to bear on strategic management and policy decisions.

Strengthening the Research Base that Informs STEM Workforce and Curriculum Improvement Efforts

In recent years, the U.S. government has funded dozens of cluster-randomized trials that seek to evaluate the impact of science, technology, engineering and mathematics (STEM) curriculum materials and teacher professional development on student outcomes. This project synthesizes evidence from these studies, along with evidence from prior causal studies, in an effort to identify the characteristics of effective pre-K-12 programs.

Teacher Launch Project

What is the impact of attending Teacher Launch among graduates of traditional, post-baccalaureate teacher preparation programs who apply to the program?

CEPR has partnered with Match Education’s Sposato Graduate School of Education on the Teacher Launch Project (TLP), which is an intense four-week summer training and 20-week coaching intervention for new teachers.

Teaching Higher: Educators’ Perspectives on Common Core Implementation

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.

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