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.
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.... Read more about Remedial Math Goes to High School: An Evaluation of the Tennessee SAILS Program
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.
What is the current state of mathematics education in the United States?
We suspect that mathematics teaching has changed tremendously in the last two decades, as new teaching methods, technologies and curriculum materials have appeared in classrooms. This study has been designed to understand the consequences of these changes for instruction.... Read more about Middle School Mathematics Teachers and Teaching Survey
Through a partnership with the University of Colorado Boulder and Northwestern University, this project studies 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 National Center for Research in Policy and Practice
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.
A collaborative effort with Transforming Education to develop measures of social-emotional learning for school accountability and improvement within the California Office to Reform Education (CORE).
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.... Read more about Strategic Data Project
Sponsored by the Boston Plan for Excellence, this work examined characteristics of Boston Teacher Residents relative to other Boston novices, relative retention rates, and, most importantly, student outcomes.... Read more about Boston Teacher Residency Evaluation
Funded by the Bill & Melinda Gates Foundation, this study is examining the relationship of TNTP’s evaluation system for new teachers to student outcomes in Louisiana. Scholars from Brown University and the University of Michigan are also involved in this work.