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
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
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.
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.
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.
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.
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
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)
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
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
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 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
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
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