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.
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.
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
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
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
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
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.