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.
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
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
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
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
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).
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
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.