The READS lab is a university-based research initiative dedicated to improving children’s literacy at scale; creating relevant, rigorous, and replicable science; and advancing systemic equity through collective action with teachers and education leaders.
Reach Every Reader is a collaboration with educators, families, researchers, and product developers creating solutions to ensure that every child can unlock the wonder of words and stories.
LTES is a collaboration between the Los Angeles Community College District (LACCD), the Center for Education Policy Research (CEPR), and the Pullias Center for Higher Education at the University of Southern California. Our goal is to provide actionable insights into the challenges and responses of LACCD to the Covid-19 pandemic.
The National Center for Rural Education Research Networks (NCRERN) builds the capacity of education agencies to undertake evidence-based continuous improvement in rural schools and districts. Through our work, we will increase the body of rigorous research and proven solutions in rural education.
How do we measure the specialized content knowledge required to teacher mathematics?
The Mathematical Knowledge for Teaching (MKT) instrument is a tool for measuring the specialized knowledge K-8 teachers of mathematics use in teaching. Since its creation, MKT items have been widely used in evaluating teacher learning in professional development programs and investigating the relationship between teachers’ knowledge and practice.... Read more about Mathematical Knowledge for Teaching Measures: Refreshing the Item Pool
Aided by $200 million in private philanthropy, city and state leaders launched a major school reform effort in Newark, New Jersey. In this study, researchers evaluate the impacts of Newark’s education reform efforts, starting in the 2011–2012 school year.
The MQI is a Common Core-aligned observational rubric that provides a framework for analyzing mathematics instruction in several domains. Within each of the five domains, individual codes contain score points that categorize instruction into different levels of quality. The MQI was developed in order to provide a both multidimensional and balanced view of mathematics instruction.... Read more about Mathematical Quality of Instruction (MQI)
Proving Ground works with school districts to help them identify and test solutions to specific challenges, such as chronic absenteeism, that are obstacles to student achievement.... Read more about Proving Ground
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.
The Partnering in Education Research (PIER) Fellowship is designed to train Harvard University doctoral students on how to conduct quantitative education research in partnership with school districts and state education agencies.... Read more about Partnering in Education Research (PIER) Fellowship
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. ... Read more about Teacher Launch Project
How are multiple measures used in teacher evaluation related to one another and student learning?
In July 2009, NCTE commenced a six-year effort to join disparate strands of education research, and develop a deeper and more comprehensive understanding of how to measure teacher and teaching effectiveness.... Read more about National Center for Teacher Effectiveness
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.... Read more about Access to Opportunity
CEPR Faculty Director Tom Kane led the the Measures of Effective Teaching (MET) project, a $52 million study sponsored by the Bill & Melinda Gates Foundation. Dramatically better student outcomes will require dramatically different teaching. And dramatically different teaching will require better feedback for teachers. The project brought together 3,000 teacher volunteers in six different school districts with dozens of education experts and researchers to reinvent the way teacher evaluations are done.1
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.... Read more about Best Foot Forward Project
