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CEPR's History
After the No Child Left Behind Act mandated that states implement standardized testing for students in grades four through eight, education policy underwent a major shift. “The states and districts were drowning in test-score data,” CEPR Faculty Director Thomas Kane told Harvard Magazine, “and yet they didn’t really have the resources to study it."
In 2006, funds from Harvard's discretionary presidential account were dedicated to found CEPR, which today comprises about 14 researchers and 50 staff dedicated to providing expertise for education agencies and policymakers and improving educational outcomes through data.
To date, CEPR has worked on topics ranging from teacher effectiveness to postsecondary access and success to school improvement and redesign; expanded to provide training and support to data experts in education; and built improvement networks dedicated to finding what works in education, scaling it up, and spreading it.
Learn more.
Why Education Research Matters: CEPR's Model to Transform the Education System
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