Consortium for Policy Research in Education

About


Our Vision

CPRE-TC envisions rigorous research that promotes education effectiveness and equity through improved policies and practices.

Our Mission

CPRE-TC conducts interdisciplinary research grounded in the complexities of educational systems. Through our research, we contribute new knowledge, inform educational policy and practice, and develop the next generation of researchers.

Our Approach  

CPRE-TC manages a diverse portfolio of studies that span the pre-K to higher education spectrum. Our partners include domestic and international organizations, and the non-profit, for-profit, and government sectors. Across this work we:

  • Design studies where research questions drive research methodology, drawing on our broad methodological expertise in experimental, quasi-experimental, mixed-methods, and qualitative approaches; 

  • Partner with stakeholders to plan and conduct studies that are collaborative, adaptive, and respectful of all participants; 

  • Generate and disseminate research findings to a wide range of audiences to better inform research-based decision making; 

  • Shed light on how and under what conditions educational policies and practices improve student outcomes, particularly among traditionally underserved students; and

  • Foster an egalitarian work culture that supports staff professional development with opportunities to engage in a wide array of research projects and scholarly activities.

Our History


The Consortium for Policy Research in Education (CPRE) brings together education experts from renowned research institutions, including Teachers College, Columbia University; the University of Pennsylvania; Harvard University; Stanford University; the University of Michigan; the University of Wisconsin-Madison; and Northwestern University. CPRE was created in 1985 as the first national federally funded research and development center for state and local education policy. Since then, CPRE has studied the design, implementation, and effects of hundreds of policies and programs intended to improve elementary and secondary education, and is widely considered to be among the premier university-based research organizations focused on education policy and evaluation in the world. CPRE researchers and staff at Teachers College (CPRE-TC) are continuing this long tradition by conducting rigorous research and evaluation that aims to improve education through increased effectiveness, equity, and access.

Over the past several decades, CPRE’s research has been supported through generous funding from many sources, including the U.S. Department of Education, National Science Foundation, Bill and Melinda Gates Foundation, William T. Grant Foundation, Spencer Foundation, Atlantic Philanthropies, Carnegie Corporation of New York, Goldman Sachs Foundation, William and Flora Hewlett Foundation, Joyce Foundation, Merck Institute for Science Education, National Center on Education and the Economy, Pew Charitable Trusts, Rockefeller Foundation, Student Achievement Partners, General Electric Foundation, SRI International, American Museum of Natural History, the Robin Hood Foundation, Eric and Wendy Schmidt Fund for Strategic Innovation, Fundação Lemann, and Itaú Social. 

Team


Douglas Ready

Director, CPRE-TC & Professor of Education and Public Policy

Douglas Ready is an Associate Professor of Education and Public Policy, and the Director of the Consortium for Policy Research in Education. His research explores the links between education policy, social policy, and educational equity, with a particular focus on how contemporary policies and programs moderate or exacerbate socio-demographic disparities in student outcomes. This work has received over $12 million in support from government and private philanthropic organizations, including the National Science Foundation, U.S. Department of Education, Spencer Foundation, Robin Hood Foundation, the Jameel Poverty Action Lab (J-PAL) at MIT, the Eric and Wendy Schmidt Fund for Strategic Innovation, Jacobs Foundation, Rauch Foundation, Fundação Lemann, Itaú Social, and Instituto Peninsula. Representative publications have appeared in Educational Evaluation and Policy Analysis, Educational PolicySociology of EducationAmerican Educational Research JournalAmerican Journal of EducationTeachers College Record, Research in Higher Education, Early Childhood Research QuarterlyEarly Education and Development, as well as in books and edited volumes published by the Brookings Institution, Teachers College Press, and the American Educational Research Association. He currently serves on the Editorial Boards of Sociology of Education, Educational Evaluation and Policy Analysis, and American Educational Research Journal. He earned his Ph.D. at the University of Michigan.

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Jennifer Sallman

Deputy Director

Jennifer (Jen) Sallman is currently the Deputy Director at the Consortium for Policy Research in Education at Teachers College, Columbia University (CPRE-TC). Her research explores how contemporary policies and programs moderate or exacerbate educational equity. Additionally, Jen is an Adjunct Professor of Education Policy at Teachers College, Columbia University. Prior to joining CPRE-TC, she earned her doctorate from the Education Policy and Social Analysis Department at Teachers College, Columbia University. Simultaneously, Jen worked at Teach For America (TFA) as Managing Director of Strategy and Research, where she led the organization's internal research portfolio. Prior to attending Teachers College and working at TFA, Jen earned a Masters in Public Administration specializing in public policy analysis, from New York University’s Wagner School of Public Service. While at NYU, she performed education policy research in the economics department and at NYU’s Institute for Education and Social Policy. Jen's passion for education reform was sparked by her teaching experience. Jen taught 7th-grade science in the South Bronx. Prior to teaching, Jennifer earned a Masters of Science and Bachelor of Science in Organic Chemistry from Emory University. 

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Thomas B. Corcoran

Thomas B. Corcoran

Senior Research Scientist

Thomas (Tom) Corcoran is a Senior Research at CPRE. Previously, Corcoran served as the Co-Director of CPRE, as the Policy Advisor for Education for New Jersey Governor Jim Florio, Director of School Improvement for Research for Better Schools, and Director of Evaluation and Chief of Staff of the New Jersey Department of Education. He has served as a consultant to urban school districts and national foundations on improving school effectiveness and equity and on two National Research Council study committees addressing K-8 science and the framework for Next Generation science standards.

Tom’s interests include strategies for improving instruction, the use of research findings and clinical expertise to inform instructional policy and practice, the effectiveness of different approaches to professional development, knowledge management systems for schools, and the impact of changes in work environments on the productivity of teachers and students.

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Katharine Conn

Katharine Conn

Senior Research Scientist

Katharine Conn is a Senior Research Scientist at CPRE. Her current research focuses on issues of quality and access in primary and secondary education, teacher retention, teacher professional development, school-to-work transitions in developing countries, and the use of meta-analysis in education research. Her current projects at CPRE include evaluations of the following programs: a teacher incentive program in Ohio, a teacher residency program in NYC, a personalized instructional model in New Jersey, and a teacher pre-service program in Thailand.

Katharine’s prior experience includes working as an evaluation consultant for The World Bank’s education research group, coordinating impact evaluations in education and public health for Innovations for Poverty Action in Kenya, conducting evaluations of education reforms for the Ministry of Education in Rwanda and UNICEF India, and serving as a high school mathematics & biology teacher for the Peace Corps in Guinea, West Africa.

Katharine holds a B.A. in Political Science (International Relations) from Duke University, an M.A. in Public Administration in International Development (MPA-ID) from Harvard Kennedy School, and a Ph.D. in Economics and Education from Teachers College, Columbia University.

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Wakasa Nagakura

Wakasa Nagakura

Senior Research Scientist

Wakasa Nagakura is a Senior Research Scientist with CPRE. Her current research focuses on issues of effective mathematical instruction, writing instruction for non-native students, professional development for teachers, school-to-work transitions in developing countries, and the use of mixed design of quantitative and qualitative research in education. Her current projects at CPRE include evaluations of the following programs: a teacher residency program in NYC (Teacher Residence at Teachers College), a teacher pre-service program evaluation in Thailand, professional development of STEM teachers in Thailand, and professional development of Japanese teachers who teach English. She also spends time supporting Japanese-English bilingual students to develop literacy skills that are required in American schools.

Wakasa holds a B.A. in Journalism from Sophia University in Japan, an M.S. in communication from Boston University and Ph.D. in Cognitive Studies from Teachers College, Columbia University.

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Melissa Arnold Lyon

Senior Research Scientist

Melissa Arnold Lyon is a Postdoctoral Research Associate at the Annenberg Institute at Brown University and a Senior Research Scientist at the Consortium for Policy Research in Education at Teachers College, Columbia University.

Melissa studies how institutions and organized interests shape the political economy of education with a particular focus on inequality, federalism, and teacher politics and policy. She has published on topics including teachers' unions, teacher candidates for elected office, philanthropies, education governance, and local politics of education. Her current research focuses on teacher unionization and labor markets.

Melissa received her PhD in Politics & Education in 2020. Before pursuing her doctorate, she taught middle school in Houston, TX. You can find more information about Melissa at melissa-lyon.com

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Shani Bretas

Senior Researcher

Shani Bretas is a Senior Researcher at CPRE and a Ph.D. candidate in the Department of Education Policy and Social Analysis at Teachers College, Columbia University. Her research interests include examining the sociological conditions that create educational inequality and evaluating policies and programs designed to address inequality, particularly those targeted to reach the technical core of teaching and learning in K-12 schools. At CPRE, Shani assists in conducting mixed-methods evaluations focused on a range of topics including teacher training and retention as well as incorporating educational technologies into the classroom.

Prior to beginning her doctoral studies and joining the CPRE team, Shani spent eight years as a social studies teacher, program assistant, and testing coordinator at a public high school in Brooklyn, NY. She earned an M.A. in Education Policy from Teachers College, Columbia University and a B.A. in Education and History from Vanderbilt University.

 

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Filomena Siqueira

Senior Researcher

Filomena Siqueira is a senior researcher at Columbia University’s CPRE (Teachers College) and and holds a Ph.D. in Public Policy from Fundação Getulio Vargas’ School of Business Administration (Brazil). As part of her Ph.D. research, she spent a semester as a visiting student at the Stanford University School of Education. Her research area is education, focused on implementation, assessment, effective schools, and school leadership. Currently, she is the Head of Assessment at Instituto Reúna, a non-profit focused on education, based in São Paulo.   

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Carolina Campos

Researcher

Carolina is a researcher at CPRE and is based in Brazil. Prior to joining CPRE, Carolina has worked at MIT-Brazil and has been the head of the Education Sector at the Consulate General of Brazil in Boston. Subsequently, Carolina became the Pedagogical Director of ESFAPEGE, the teacher training school of Sobral, Ceará. Carolina was also the Municipal Education Secretariat in Gravatá, Pernambuco. She later became a UNESCO consultant, advising the Ministry of Education in Brazil. Carolina earned a law degree from the Catholic University of Brasilia and a master's degree in Public Policy from Centro Universitàrio Unieuro. Carolina also holds a Professional Certificate in Learning Design and Technology from Harvard University. 

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Danilo Fernandes Lima da Silva

Researcher

Danilo Fernandes Lima da Silva is a Researcher at CPRE and a Ph.D. student in the Department of Education Policy and Social Analysis at Teachers College, Columbia University. Prior to beginning his studies, Danilo spent five years at the Inter-American Development Bank, working in Brazil, Mexico and Washington, D.C. He was also a consultant for several institutions (Unesco, World Bank, ILO, Omidyar Network, Instituto Natura) and the public policy director of CIEB (Innovation Center for Brazilian Education). He earned an M.A. in International Affairs from Sciences-Po Paris, an Ed.M in International Education Development from Teachers College, Columbia University, and a B.A. in International Relations from PUC-SP in Brazil.

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Isabel Linacre

Researcher

Isabel Linacre is a Researcher at CPRE and Project Lead for the evaluation of the Robin Hood Learning + Tech Fund's Computational Thinking Pre-Service Teacher Training Initiative. She also works primarily on the evaluation of Robin Hood Learning + Technology Fund’s Blended Literacy, the evaluation of Blue Engine's Co-Teaching model, and the implementation study of Brazil’s National Common Curricular Base (BNCC).

 

Prior to attending Teachers College, Isabel was a secondary school French and German teacher in London. She holds a B.A. in French and German from Bristol University, a PGCE from University College London, and an M.A. in Sociology and Education from Teachers College, Columbia University.

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Katharine Parham

Researcher

Katharine Parham is a Researcher at CPRE and a Ph.D. Candidate in the Department of Education Policy and Social Analysis at Teachers College, Columbia University. Her research examines issues of equity in P-20 education policies and programs, the effectiveness of school choice policies, and issues in special education. 

 

Prior to her doctoral studies and work at CPRE, Katharine worked as a special education teacher and Assistant Principal in New Orleans, and as an education policy analyst with the U.S. Senate Education Committee. She holds a Masters in Public Policy from Georgetown University and a B.A. with Honors in Political Science from the University of South Carolina. 

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Carolina Snaider

Researcher

Carolina Snaider is a Researcher at CPRE and a Ph.D. student in the Department of Curriculum and Teaching at Teachers College, Columbia University. She is also a Research Assistant at the National Center for Children and Families. Her research interests relate to the design and implementation of high quality, equitable early childhood programs and policies for all young children and their families.

Formerly a preschool teacher, Carolina worked on educational policy and program evaluations at the Organization of Ibero-American States (OEI). She also served as a consultant of the Argentinean committee of the World Organization of Early Childhood Education (OMEP). Prior to beginning her doctoral studies, she was working at the Ministry of Education of the City of Buenos Aires as an assistant to the Director of the Department of Educational Evaluation. Carolina holds an M.A. in Educational Administration from Universidad Torcuato Di Tella and a B.A. in Psychology from Universidad de Belgrano.

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Claire Delcourt

Research Assistant

Claire Delcourt is a Research Assistant at CPRE and a Ph.D. student in the Department of
Education Policy and Social Analysis at Teachers College, Columbia University. Some of her
research interests include school reform, teacher and leader retention, as well as culturally
responsive curriculum and pedagogy. Prior to attending Teachers College, Claire was an educator
for seven years working in middle and high schools in Nashville, TN, in both traditional public and
charter schools. She taught ELA, coordinated school assessments and data analysis, and coached
humanities and mathematics teachers in instructional practices. She has also worked in graduate
school admissions at the College of Education, Lipscomb University. She is a member of the
Educators' Cooperative in Nashville, a professional development group created by and for teachers. She earned an M.Ed. in Instructional Practice from Lipscomb University and a B.A. in Public Policy from the College of William & Mary.

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Samantha Kearney

Research Assistant

Samantha Kearney is a Research Assistant at CPRE and a Ph.D. student in the Department of Education Policy and Social Analysis at Teachers College, Columbia University. Samantha’s current research interests include national and international early childhood education policy and early childhood workforce development, with a focus on leadership development and its impacts on early childhood program quality. 

 

Prior to joining CPRE, Samantha was the Director of Professional Learning, Policy, and Implementation at the New York City Department of Education, Division of Early Childhood Education. Samantha earned a Master’s degree in Urban Education, Policy, and Administration from Loyola Marymount University and a Master’s degree in School Leadership from Harvard Graduate School of Education. 

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Rebecca Shmoys

Research Assistant

Rebecca Shmoys is a Research Assistant at CPRE and a Ph.D. student in the Department of Education Policy and Social Analysis at Teachers College, Columbia University. Her research interests include examining how policies and practices intended to address inequity, both in the K-12 setting and postsecondary transition, impact student outcomes, with a particular interest in intentionally diverse schools and school choice.

Prior to joining CPRE, Rebecca worked as an Assistant Principal at Valor Collegiate Academies. She previously taught middle school math and algebra in Nashville, Tennessee. She has also served as a Federal Analyst at Deloitte Consulting. She earned a M.Ed. in Instructional Practice from Lipscomb University and an A.B. from the Princeton School of Public and International Affairs at Princeton University.

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Sativa Thompson

Research Assistant

Sativa Thompson is a Master's student in the Education Policy program at Teachers College, Columbia University, specializing in K-12 education policy. Her academic interests include research into school funding and advocating for equitable education, specifically in rural districts. 
Prior to joining CPRE Sativa taught first grade for four years in Paris, Kentucky, where she assisted in the development of after school and summer programming to offer enrichment activities for students. She has also worked as an intern at the Office for Strategic Planning and Institutional Effectiveness at the University of Kentucky, where she conducted research into assessment alignment to objectives in higher education. Sativa holds a B.A. in Elementary Education and an M.S. in Research Methods in Education from the University of Kentucky.
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Elsie Spencer

Center Administrator

Dr. Elsie C. Spencer is the Center Administrator for the Consortium for Policy Research in
Education at Teachers College (CPRE-TC), Columbia University. Dr. Spencer oversees the
administrative, financial, and personnel administration at CPRE-TC. Prior to this position Dr.
Spencer was a department administrator and laboratory manager at Weill Cornell Medicine and
was responsible for a multitude of cross functional responsibilities including pre- and post-award
grant administration, faculty recruitment, retention, and development, and laboratory personnel
management. She received her Ed.D. in 2019 from the University of Pennsylvania in Higher Education Management and her M.P.A. in 2007 from the School of International and Public Affairs at Columbia University.

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Alumni


Heidi Booth

Alumna

Heidi Booth was a research assistant at CPRE from 2019-2020 and a Masters Student in the Department of Education Policy and Social Analysis at Teachers College, specializing in data analysis and research methods. Prior to coming to Teachers College, she worked at the Institute for Educational Leadership on projects supporting transition pathways for students with disabilities and disconnected youth. Currently, Heidi is a Research Analyst at Georgetown Univeristy's Center on Education and the Workforce (CEW). Heidi holds a BA in political economy with a minor in education from the University of California, Berkeley.

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Iris Daruwala

Iris Daruwala

Alumna

Iris Daruwala was a researcher at CPRE from 2017-2020. During this time, she led the implementation study of Brazil’s National Common Curricular Base (BNCC), the evaluation of Cignition's FogStone Isle, and worked on the i3 evaluation of Teach to One: Math as well as the evaluation of the Breakthrough Charter Schools performance-based compensation program. She is currently a Senior Associate at Social Policy Research Associates in Oakland, CA. Iris is a graduate of the Sociology and Education Ph.D. program at Teachers College, Columbia University. 

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Melissa Gutwein

Research Assistant

Melissa Gutwein was a Research Assistant at CPRE from 2019-2021.  Prior to joining CPRE, Melissa worked as a research assistant at Michigan State University's Education Policy Innovation Collaborative (EPIC) and as a teacher in Chicago Public Schools.  Currently she is a Senior Research Analyst at NORC at the University of Chicago. Her research interests include teacher labor markets and racial and socioeconomic segregation. Melissa holds a B.A. in Special Education from Michigan State University and an M.A. in Education Policy from Teachers College, Columbia University. 

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Christy McDaniel

Alumna

Christy was a Research Assistant at CPRE from 2019-2020. During this time, she worked on the evaluation of Robin Hood Learning + Technology Fund’s Blended Literacy Programs and the evaluation of Blue Engine's Co-Teaching Model.

 

Before joining the CPRE team, she taught fourth grade reading and social studies as a Teach for America corps member in Jacksonville. Currently, she is an analyst at Ithaka S+R. She holds a B.A. in Psychology from Duke University and an M.A. in Education Policy from Teachers College, Columbia University. 

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Anna Moyer

Alumna

Anna Moyer was a Research Assistant at CPRE from 2017-2019. During this time, she worked on the implementation study of Brazil’s National Common Curricular Base (BNCC), the evaluation of Robin Hood Learning + Technology Fund’s Blended Literacy Program in New York City, and the i3 evaluation of Teach to One: Math in Elizabeth, N.J.

Anna is currently a Ph.D student in the Department of Leadership, Policy, and Organizations at Peabody College, Vanderbilt University. Prior to her studies, she taught middle school social studies and literacy and served as the Chief of Staff to the London Director at Teach First in the United Kingdom.

She earned a B.A. in Urban Studies from Wellesley College and an M.A. in Education Policy from Teachers College, Columbia University.

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Leslie Shellito

Leslie Shellito

Alumna

Leslie was a Research Assistant at CPRE from 2018-2019. In this role, she worked on a Randomized Control Trial of Cignition's FogStone Isle. Additionally, she supported The American Museum of Natural History in analyzing data and developing more systemic data collection practices.

Prior to CPRE, she was a 4th and 5th grade teacher in Seattle, Washington. Currently, she is the ELA Content Lead with Instruction Partners in Indianapolis. There, she applies the data analysis skills she honed at CPRE to better support the students and teachers in Indianapolis Public Schools.

She earned a B.A. in Elementary Education from the University of Michigan and an M.A. in Sociology and Education from Teachers College, Columbia University.

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Emma Zorfass

Almuna

Emma was a Research Assistant at CPRE from 2018-2020. During this time, she worked on the evaluation of Robin Hood Learning + Technology Fund’s Blended Literacy & Computational Thinking Programs in New York City. She also supported the evaluation of Blue Engine's AmeriCorps and Co-Teaching Models.

Prior to joining CPRE as a Research Assistant, Emma worked for the University of Michigan. Currently, she is a Research Program Associate at the Annenberg Institute at Brown University. She holds a B.A. in Public Policy from the University of Michigan Gerald R. Ford School of Public Policy and an M.A. in Education Policy from Teachers College, Columbia University. 
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Recent and Ongoing Projects


CPRE is engaged in a 1.5 year two-part study that investigates the associations between Amira Learning usage and student literacy development. Amira Learning, a state-of-the-art online assessment and supplemental practice software tool, uses artificial intelligence (AI) to assess oral reading fluency, screen for dyslexia, and provide 1:1 reading practice. The first part of our study will provide early descriptive insights using data from districts and schools that implemented Amira during the 2020-21 school year. The second part will entail a randomized controlled trial to estimate the causal effects of Amira Learning on student literacy achievement in two school districts during the 2021-22 school year. 

CPRE is evaluating the implementation of BookNook, a tech-based tutoring program for struggling readers, in Prince George’s County Public Schools (Maryland) during the 2020-21 school year when schools were largely closed due to the COVID-19 pandemic. The implementation entailed a remote tutoring approach, in which professional tutors, church and community members, and other adults from local nonprofit and civic organizations met virtually with small groups of students for approximately two thirty-minute BookNook sessions per week via Zoom. We are examining the associations between literacy growth and software usage patterns among students who opted into the program. We are also exploring the extent to which literacy development differed between BookNook students and students who did participate in the implementation, and how those potential effects varied across student academic and socio-demographic background characteristics.

Through its Accelerating Student Success (AS) initiative, the Robin Hood Foundation aims to promote learning among 50,000 K-12 students, with priority given to schools in eight high-poverty NYC community school districts during the 2021-22 and 2022-23 school years. It seeks to do so through two high-leverage approaches—High-Quality Instructional Materials (HQIM) and High-Dosage Tutoring (HDT)—implemented across several grade-levels and subject areas. CPRE is evaluating the initiative’s processes and outcomes in partnership with the Center for Public Research and Leadership (CPRL) at the Columbia University Law School. The evaluation entails two distinct though interrelated research strands. The first will employ quasi-experimental quantitative methods to estimate the impact of the interventions on student outcomes, while a second qualitative strand will examine aspects of the interventions and their implementation to unpack and explain the quantitative impact findings. 

CPRE is engaged in a five-year study of the implementation of Brazil’s National Common Core Curricular Base (BNCC). Our initial work is focused on understanding the national landscape of BNCC design and implementation through document analysis and interviews with policymakers, practitioners, and politicians across multiple sectors and governmental levels. In addition to ongoing stakeholder interviews, subsequent years will include qualitative fieldwork in 18 elementary schools across three states to better understand how the BNCC is being interpreted, perceived, and implemented in practice. This work is supported by Fundação Lemann and Itaú Social.

CPRE is engaged in a five-year study to estimate the effects of Learning Trajectories, a mathematics intervention involving professional development, coaching, and an online platform, on early childhood teacher and student outcomes. We are conducting a mixed-methods evaluation, including a Randomized Control Trial (RCT) and diverse array of qualitative analytic approaches. The intervention, created by Douglas Clements and Julie Samara, the directors of the Marsico Institute for Early Learning at the University of Denver (DU), seeks to ground Pre-K and Kindergarten teachers in how students learn math and, therefore, can be applied to any math curriculum. The DU team will implement this intervention in partnership with the Boulder Valley School District. This research is funded by the National Science Foundation.  

The Robin Hood Learning + Technology Fund seeks to leverage the potential benefits of a content-rich literacy strategy with a technology-enhanced blended learning approach that also personalizes student learning. The program will be implemented in 15-20 New York City schools serving substantial proportions of low-income students. CPRE-TC will document the processes schools develop in service to the blended literacy framework, the instructional approaches that evolve from those processes, and the impact these processes and approaches ultimately have on student outcomes. The study is funded by the Robin Hood Foundation, the Overdeck Family Foundation, and the Siegel Family Endowment.

The Robin Hood Learning + Technology Fund is supporting three pre-service teacher training institutions in developing a computational thinking approach to K-5 pre-service teacher training. CPRE-TC will document the processes and models that Relay Graduate School of Education, CUNY Queens College and Hunter College develop in service to Computational Thinking teaching and learning practices. Researchers will follow pre-service teachers into K-5 classrooms and carry out a rigorous mixed methods evaluation of the potential impact of Computational Thinking training on teacher and student outcomes. The study is funded by the Robin Hood Foundation, the Overdeck Family Foundation, and the Siegel Family Endowment.

Itaú Social launched a two-year pilot program in 2019 aimed at improving educational planning and delivery processes in eight mid-sized Brazilian municipalities. The program matches municipalities with partner organizations in an effort to improve outcomes in several areas, including access to quality schooling, teachers training, student academic performance, student retention and graduation, and strategic planning of the local department of education. CPRE is conducting an implementation evaluation of the pilot program. The study seeks to understand what factors facilitate or hinder the implementation of education reforms led by Itau's external partners. This work is supported by Itaú Social.

Over the years, Blue Engine has worked in partnership with schools and teachers to test innovative uses of human capital and create classroom conditions that seek to empower every student to succeed. CPRE is engaged in a fully-integrated, quantitative-dominant mixed-methods evaluation of Blue Engine's AmeriCorps and Co-Teaching Models. The study comprises a methodologically rigorous quantitative study of Blue Engine’s causal impact on student performance and a collaborative qualitative analysis of Blue Engine's implementation processes.

Instituto Singularidades, a school of education and a center for professional development located in São Paulo, Brazil, was designed with an explicit focus on developing teachers through stressing the importance of deep immersion of its students into real-world classrooms and schools. CPRE is engaged in a one-year content and process evaluation of Instituto Singularidades, exploring the extent to which the undergraduate Singularidades program is meeting these ideals, both programmatically and practically.

The mission of Great Oaks is to launch and support a network of charter schools that prepares students for college success through high-dosage mentoring. Great Oaks pursues these goals with high quality instruction and high-dosage tutoring delivered through its Fellowship Program, where AmeriCorps members serve as Fellows. CPRE is conducting a two-year evaluation ultimately seeking to understand to what extent the Great Oaks model influences student outcomes.

Teacher Residency at Teachers College is an 18-month graduate-level teaching residency program that aims to recruit academically talented individuals from diverse backgrounds and prepares them to teach children and youth attending high-needs, urban schools in New York City. CPRE is conducting an independent evaluation of the program to document and evaluate its effects on teacher retention and classroom practice. This work is funded by the U.S. Department of Education.

CPRE is a partner in the STEM Capacity Building component of the Kenan Institute Asia’s Enjoy Science Project. The project is a five-year, public-private partnership to strengthen Thailand’s competitiveness by improving STEM and technical vocational education and training for workforce development across the country. Experts from CPRE and the Enjoy Science Project are conducting trainings in mathematics and science instruction in Samut Prakan, Khon Kean, and Songkhla. This work is funded by Chevron.

CPRE is conducting a randomized control trial (RCT) to evaluate the effectiveness of Cignition’s FogStone Isle, a game-based platform focused on mathematics instruction for grades 4-8. The study, which will take place in 10 schools during the 2018-19 school year, is being funded by the Eric and Wendy Schmidt Fund for Strategic Innovation.

 

CPRE is assisting the Museum in its efforts to understand the socio-demographic characteristics of the students and schools it serves via its education programs. The partnership between the Museum and CPRE is particularly interested in whether this programming reaches audiences that are typically underserved by New York City educational and cultural institutions. 

New Classrooms Innovation Partners was awarded an Investing in Innovation (i3) grant from the U.S. Department of Education to expand its Teach to One: Math model in grades 5-8 in three schools and grades 6-8 in two schools in Elizabeth, NJ. CPRE is engaged in a four-year evaluation of these efforts. The evaluation has two primary strands: (1) a methodologically rigorous quantitative study of Teach to One’s causal impact on student mathematics performance and (2) a systematic qualitative analysis of Teach to One’s implementation processes, combined with staff interviews and classroom observations in each of the five Teach to One schools. This work is funded by the U.S. Department of Education. Click here to read the final impact results.

Breakthrough Charter Schools in Cleveland, Ohio was awarded a five-year Teacher Incentive Fund (TIF) Grant from the U.S. Department of Education in 2012. Through these funds, BCS designed and implemented the “GRO” Program (Growth, Recognition, Opportunities) which aimed to increase teacher retention rates through four avenues: improved performance evaluation processes, performance-based compensation, differentiated career pathways, and improved professional development. The mixed-methods study combines an analysis of administrative data, responses to an online survey of former and current teachers, and qualitative interviews to explore four key outcomes: (1) GRO implementation, (2) relationships between GRO and teacher retention, (3) relationships between GRO and the teaching and learning environment, and (4) other non-GRO factors influencing teacher satisfaction and retention. The study is supported by the U.S. Department of Education, Teacher Incentive Fund.

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