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. 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, funded by the Institute of Education Sciences, is designed to train Harvard University doctoral students on how to conduct quantitative education research in partnership with school districts and state education agencies.
Developed jointly by Harvard and Educational Testing Services (ETS), the NCTE Student Assessment is an open resource for use by researchers and practitioners (not commercial ventures). The assessment was designed to be sensitive to teachers' mathematical knowledge for teaching and instruction, and to measure gains resulting from teacher professional development. Additionally, the NCTE Student Assessments are aligned to the 4th and 5th grade Common Core Standards in Mathematics.
The items on the NCTE assessment have a unique "nested set" design which assesses the understanding
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
In the fall of 2010, NCTE commenced three years of data collection and observations of math instruction across approximately 50 schools and 300 classrooms, respectively. Data was collected from several sources, including multiple classroom observations, student assessment data, and teacher surveys to accurately capture how teachers impact student achievement.
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.
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 Evaluation of Tennessee Pre-College Remedial Math Programs
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
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