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This study examined the ways in which International Baccalaureate (IB) Diploma Programme schools and classrooms foster and develop students’ non-cognitive assets, with a particular focus on academic mindsets. This study was conducted using a multiple case study design, implemented in four schools—two in the United States and two in Peru

ICREST supporting the Ministry of Education and Science (MES) the Kyrgyz Republicon a multicomponent ADB-funded project aimed at developing new grade 10 and 11 learning standards and curriculum, improving teacher and principal in-service training, improving the teaching and learning environments in 30 schools in urban poor rural and remote locations, and building MES capacity in project monitoring and evaluation, budget and financial planning; procurement and contracting and legal, administrative and institutional arrangements and regulations

In 2007, the Cleveland and Gund Foundations asked the Institute for Student Achievement (ISA) and NCREST to identify, describe, and share best practices that exist within Cleveland public, private and charter schools. 

NCREST partnered with Bard High School Early College (BHSEC), to document key design features and practices associated with its model.

The College Board commissioned the creation of the CollegeEd curriculum for middle school students. Its vision was to offer students, parents/guardians, and school staff with a tool to assist students to develop high educational aspirations, as well as to provide them with information that will enable them to make informed decisions about their future and chart their path towards those goals at an age when they still have time to prepare academically and financially. 

Funded by the College Entrance Examination Board, NCREST was commissioned to conduct both formative and summative evaluations of the Board's "Middle School College Awareness Curriculum" that was used with seventh grade students in a large number of schools nationally. 

Cultural Interchange in Four Urban Schools, a federally funded ethnography, explored cultural barriers between home and school that prevented students outside the middle- class mainstream from learning. Collaborated with study participants in producing case studies and a video, Cultural Interchange illuminated the process by which students, family members, and school staffs came to see the world through each other’s eyes.

The Data Use and Professional Development project represents a collaboration between NCREST and Jobs for the Future (JFF). Its purpose was to assist early college high schools and intermediary organizations to effectively use data. 

ICREST (NCREST’s international branch) and the Mongolian Education Alliance provided technical assistance to the Mongolian Ministry of Education on an ten-component Asian Development Bank-funded project.  ICREST provided the following forms of technical assistance: (1) development of program monitoring instruments and processes for 

The Corporation for Public Broadcasting, in collaboration with the National Council on the Accreditation of Teacher Education, implemented a two-and-a-half-year national effort to increase the effective use of educational technology in high school classrooms and teacher education institutions. The project, The Ernest L. Boyer Technology Summits, was evaluated by NCREST, with particular attention paid to the influence on participants of four regional two-day conferences and support for follow-up activity by teams of teachers and college professors. The evaluation focused on participants’ perceptions of the quality of the conferences, the degree to which the follow-up team work influenced classroom and program practice, the influence of selected context features on participants’ use of educational technology, and participants’ perceptions of the influence of technology on student attitudes and behavior.

NCREST has been contracted by the New York State Board of Regents to conduct an evaluation of the Smart Scholars initiative, early college programs designed to promote improved high school graduation and college-going rates among students from high need populations. The Smart Scholars evaluation has been designed to examine different aspects of the Smart Scholars design, implementation, and outcomes using a mixed methods approach.

The Center for Collaborative Education, the Coalition of Essential Schools, and the New York City Board of Education piloted a new model for transforming failing urban high schools. 

The Center for Collaborative Education, the Coalition of Essential Schools, and the New York City Board of Education piloted a new model for transforming failing urban high schools. 

In June 2000, the Goldman Sachs Foundation awarded a two-year grant to Teachers College, Columbia University to support a project designed to improve the quality of teaching in New York City schools and to strengthen a small cohort of newly redesigned high schools. 

NCREST provided assistance to the International Baccalaureate organization in assuring the fairness, equity, and quality of its school authorization and review process.

NCREST, in collaboration with another research organization, assisted IB in developing a system for the ongoing collection of data from schools on their transformation as a result of becoming IB schools.

This project seeks to provide information and insights that will support efforts to build the capacity for improving reading instruction and student outcomes at the K-3 level in New York City.

NCREST, through Teachers College, was a member of the National Partnership for Excellence and Accountability in Teaching (NPEAT), a national coalition of universities, professional associations, research and development institutes, and other education related organizations. 

This project worked with the New York State Education Department and New York State teachers to develop, pilot-test, and research the Elementary Literacy Profile, a classroom- based assessment instrument that gathers evidence about progress in literacy learning. 

This project worked with the New York State Education Department and New York State teachers to develop, pilot-test, and research the Elementary Literacy Profile, a classroom- based assessment instrument that gathers evidence about progress in literacy learning. 

NCREST collaborated with seven PAN 3 New York City public elementary schools on a research study of the network’s DYO assessments and instructional cycle in mathematics. The aim of the study was to understand how teacher participation in the network’s professional learning community influences their instruction and their students’ mathematical thinking.

The PDS Technology Integration Project was a collaborative research and development project with four local elementary schools that were part of the District 3-Teachers College PDS School Partnership, and the Center for Technology and School Change and NCREST. 

NCREST has been a partner to the New York City chapter of Say Yes to Education (SYTE) since 2002. NCREST provides on-going organizational and strategic support to the chapter in areas such as professional NYC middle and high school choice and admissions process and staff recruitment, and preparation of annual reporting to the foundation’s board.

The purpose of the William Penn Foundation grant was to support improvements in teaching, schooling and student achievement through the two clusters, in pursuit of the goals of Children Achieving. 

The purpose of the William Penn Foundation grant was to support improvements in teaching, schooling and student achievement through the two clusters, in pursuit of the goals of Children Achieving. 

NCREST conducted research and produced a report on the ways the Early College High School math and English teachers prepared students for college level work. 

NCREST is conducting research on the New Tech Network (NTN) implementation of their model in three districts in South Carolina. This mixed methods project is intended to provide feedback on the progress of the initiative at the district, school and student level. NCREST is conducting site visits, interviews, and observations and summarizing the results of surveys administered to key stakeholders.

NCREST was conducting a research project in collaboration with the International Baccalaureate Organization and two Ecuadorian partners. This research investigates Ecuador’s state schools’ experience with implementing the International Baccalaureate Diploma Program (DP).

The Leading Edge Professional Development School Network was a research and development project designed to bring together six teacher preparation programs around issues of teaching standards. 

NCREST leads the STEM Early College Expansion Partnership (SECEP). Our goal is to engage students in early college experiences as well as to improve STEM education in participating districts in Michigan and Connecticut. 

This project explores the evolution of school improvement efforts and educational innovations in “higher-performing” education systems (Finland, Singapore, Estonia, and the Netherlands), “lower-performing” systems (Norway and the United States), and developing education systems (South Africa and Malaysia). Ongoing reflections and reports on the project can be found at thomashatch.org and internationalednews.com.

Since 2001, NCREST has been the strategic partner to the Institute for Student Achievement (ISA). NCREST has collaborated with ISA on the design, development and roll out of their high school reform model.

ICREST conducted an independent evaluation of SDC-funded global basic education programs and projects implemented from 2007 to 2014. The evaluation, which included both field and desk study-based case studies,
focused on alignment with SDC strategic objectives in education; the relevance and effectiveness of basic education projects and programs, the appropriateness and efficiency of implementation modalities; and
alignment with international agendas, standards and best practices.

The New Teacher Academy was a program designed to educate and support teachers in their first two years of teaching. 

This study focused on TeachNet, a professional development network in New York City designed to support teachers' use of the Internet and other new media to enhance teaching and student learning. 

The Eiffel Project is a Technology Challenge Grant awarded by the U.S. Department of Education to the Center for Collaborative Education (CCE), the Institute for Learning Technologies at Columbia University (ILT), and the New York City Board of Education. The objective of the grant was to influence achievement of under-served children and youth in 67 schools in New York City through the introduction and use of advanced digital information systems. NCREST served as an external evaluator. 

The Lucent Peer Collaboration Initiative Project, funded by Lucent Technologies Foundation, was a three year project located in four school districts: Albuquerque, New Mexico, Broward County, Florida, Lancaster, Pennsylvania, and Seattle, Washington.

Since 2002, NCREST has served as a research partner of the 25-year old Middle College National Consortium (MCNC), a network of high schools across the nation, situated on community college campuses. NCREST has documented the design, development, and operation of the Consortium’s Early College High School Initiative.

The Center for Michigan Middle and Early College Partnerships (CMMECP) offers support and guidance to schools implementing middle and early college designs that have emerged in Michigan. NCREST serves as a research partner of the Center as well as the Michigan Middle and Early College Michigan Early Middle College Association (MEMCA). 

NCREST carried out a documentation project of Urban Advantage (UA), a New York City science education initiative that partners eight renowned science-rich cultural institutions with the New York City Department of Education and public middle schools to promote scientific discovery and learning. 

This study examined the ways in which International Baccalaureate (IB) Diploma Programme schools and classrooms foster and develop students’ non-cognitive assets, with a particular focus on academic mindsets. This study was conducted using a multiple case study design, implemented in four schools—two in the United States and two in Peru

ICREST supporting the Ministry of Education and Science (MES) the Kyrgyz Republicon a multicomponent ADB-funded project aimed at developing new grade 10 and 11 learning standards and curriculum, improving teacher and principal in-service training, improving the teaching and learning environments in 30 schools in urban poor rural and remote locations, and building MES capacity in project monitoring and evaluation, budget and financial planning; procurement and contracting and legal, administrative and institutional arrangements and regulations

In 2007, the Cleveland and Gund Foundations asked the Institute for Student Achievement (ISA) and NCREST to identify, describe, and share best practices that exist within Cleveland public, private and charter schools. 

NCREST partnered with Bard High School Early College (BHSEC), to document key design features and practices associated with its model.

The College Board commissioned the creation of the CollegeEd curriculum for middle school students. Its vision was to offer students, parents/guardians, and school staff with a tool to assist students to develop high educational aspirations, as well as to provide them with information that will enable them to make informed decisions about their future and chart their path towards those goals at an age when they still have time to prepare academically and financially. 

Funded by the College Entrance Examination Board, NCREST was commissioned to conduct both formative and summative evaluations of the Board's "Middle School College Awareness Curriculum" that was used with seventh grade students in a large number of schools nationally. 

Cultural Interchange in Four Urban Schools, a federally funded ethnography, explored cultural barriers between home and school that prevented students outside the middle- class mainstream from learning. Collaborated with study participants in producing case studies and a video, Cultural Interchange illuminated the process by which students, family members, and school staffs came to see the world through each other’s eyes.

The Data Use and Professional Development project represents a collaboration between NCREST and Jobs for the Future (JFF). Its purpose was to assist early college high schools and intermediary organizations to effectively use data. 

ICREST (NCREST’s international branch) and the Mongolian Education Alliance provided technical assistance to the Mongolian Ministry of Education on an ten-component Asian Development Bank-funded project.  ICREST provided the following forms of technical assistance: (1) development of program monitoring instruments and processes for 

The Corporation for Public Broadcasting, in collaboration with the National Council on the Accreditation of Teacher Education, implemented a two-and-a-half-year national effort to increase the effective use of educational technology in high school classrooms and teacher education institutions. The project, The Ernest L. Boyer Technology Summits, was evaluated by NCREST, with particular attention paid to the influence on participants of four regional two-day conferences and support for follow-up activity by teams of teachers and college professors. The evaluation focused on participants’ perceptions of the quality of the conferences, the degree to which the follow-up team work influenced classroom and program practice, the influence of selected context features on participants’ use of educational technology, and participants’ perceptions of the influence of technology on student attitudes and behavior.

NCREST has been contracted by the New York State Board of Regents to conduct an evaluation of the Smart Scholars initiative, early college programs designed to promote improved high school graduation and college-going rates among students from high need populations. The Smart Scholars evaluation has been designed to examine different aspects of the Smart Scholars design, implementation, and outcomes using a mixed methods approach.

The Center for Collaborative Education, the Coalition of Essential Schools, and the New York City Board of Education piloted a new model for transforming failing urban high schools. 

The Center for Collaborative Education, the Coalition of Essential Schools, and the New York City Board of Education piloted a new model for transforming failing urban high schools. 

In June 2000, the Goldman Sachs Foundation awarded a two-year grant to Teachers College, Columbia University to support a project designed to improve the quality of teaching in New York City schools and to strengthen a small cohort of newly redesigned high schools. 

NCREST provided assistance to the International Baccalaureate organization in assuring the fairness, equity, and quality of its school authorization and review process.

NCREST, in collaboration with another research organization, assisted IB in developing a system for the ongoing collection of data from schools on their transformation as a result of becoming IB schools.

This project seeks to provide information and insights that will support efforts to build the capacity for improving reading instruction and student outcomes at the K-3 level in New York City.

NCREST, through Teachers College, was a member of the National Partnership for Excellence and Accountability in Teaching (NPEAT), a national coalition of universities, professional associations, research and development institutes, and other education related organizations. 

This project worked with the New York State Education Department and New York State teachers to develop, pilot-test, and research the Elementary Literacy Profile, a classroom- based assessment instrument that gathers evidence about progress in literacy learning. 

This project worked with the New York State Education Department and New York State teachers to develop, pilot-test, and research the Elementary Literacy Profile, a classroom- based assessment instrument that gathers evidence about progress in literacy learning. 

NCREST collaborated with seven PAN 3 New York City public elementary schools on a research study of the network’s DYO assessments and instructional cycle in mathematics. The aim of the study was to understand how teacher participation in the network’s professional learning community influences their instruction and their students’ mathematical thinking.

The PDS Technology Integration Project was a collaborative research and development project with four local elementary schools that were part of the District 3-Teachers College PDS School Partnership, and the Center for Technology and School Change and NCREST. 

NCREST has been a partner to the New York City chapter of Say Yes to Education (SYTE) since 2002. NCREST provides on-going organizational and strategic support to the chapter in areas such as professional NYC middle and high school choice and admissions process and staff recruitment, and preparation of annual reporting to the foundation’s board.

The purpose of the William Penn Foundation grant was to support improvements in teaching, schooling and student achievement through the two clusters, in pursuit of the goals of Children Achieving. 

The purpose of the William Penn Foundation grant was to support improvements in teaching, schooling and student achievement through the two clusters, in pursuit of the goals of Children Achieving. 

NCREST conducted research and produced a report on the ways the Early College High School math and English teachers prepared students for college level work. 

NCREST is conducting research on the New Tech Network (NTN) implementation of their model in three districts in South Carolina. This mixed methods project is intended to provide feedback on the progress of the initiative at the district, school and student level. NCREST is conducting site visits, interviews, and observations and summarizing the results of surveys administered to key stakeholders.

NCREST was conducting a research project in collaboration with the International Baccalaureate Organization and two Ecuadorian partners. This research investigates Ecuador’s state schools’ experience with implementing the International Baccalaureate Diploma Program (DP).

The Leading Edge Professional Development School Network was a research and development project designed to bring together six teacher preparation programs around issues of teaching standards. 

NCREST leads the STEM Early College Expansion Partnership (SECEP). Our goal is to engage students in early college experiences as well as to improve STEM education in participating districts in Michigan and Connecticut. 

This project explores the evolution of school improvement efforts and educational innovations in “higher-performing” education systems (Finland, Singapore, Estonia, and the Netherlands), “lower-performing” systems (Norway and the United States), and developing education systems (South Africa and Malaysia). Ongoing reflections and reports on the project can be found at thomashatch.org and internationalednews.com.

Since 2001, NCREST has been the strategic partner to the Institute for Student Achievement (ISA). NCREST has collaborated with ISA on the design, development and roll out of their high school reform model.

ICREST conducted an independent evaluation of SDC-funded global basic education programs and projects implemented from 2007 to 2014. The evaluation, which included both field and desk study-based case studies,
focused on alignment with SDC strategic objectives in education; the relevance and effectiveness of basic education projects and programs, the appropriateness and efficiency of implementation modalities; and
alignment with international agendas, standards and best practices.

The New Teacher Academy was a program designed to educate and support teachers in their first two years of teaching. 

This study focused on TeachNet, a professional development network in New York City designed to support teachers' use of the Internet and other new media to enhance teaching and student learning. 

The Eiffel Project is a Technology Challenge Grant awarded by the U.S. Department of Education to the Center for Collaborative Education (CCE), the Institute for Learning Technologies at Columbia University (ILT), and the New York City Board of Education. The objective of the grant was to influence achievement of under-served children and youth in 67 schools in New York City through the introduction and use of advanced digital information systems. NCREST served as an external evaluator. 

The Lucent Peer Collaboration Initiative Project, funded by Lucent Technologies Foundation, was a three year project located in four school districts: Albuquerque, New Mexico, Broward County, Florida, Lancaster, Pennsylvania, and Seattle, Washington.

Since 2002, NCREST has served as a research partner of the 25-year old Middle College National Consortium (MCNC), a network of high schools across the nation, situated on community college campuses. NCREST has documented the design, development, and operation of the Consortium’s Early College High School Initiative.

The Center for Michigan Middle and Early College Partnerships (CMMECP) offers support and guidance to schools implementing middle and early college designs that have emerged in Michigan. NCREST serves as a research partner of the Center as well as the Michigan Middle and Early College Michigan Early Middle College Association (MEMCA). 

NCREST carried out a documentation project of Urban Advantage (UA), a New York City science education initiative that partners eight renowned science-rich cultural institutions with the New York City Department of Education and public middle schools to promote scientific discovery and learning. 

This study examined the ways in which International Baccalaureate (IB) Diploma Programme schools and classrooms foster and develop students’ non-cognitive assets, with a particular focus on academic mindsets. This study was conducted using a multiple case study design, implemented in four schools—two in the United States and two in Peru

ICREST supporting the Ministry of Education and Science (MES) the Kyrgyz Republicon a multicomponent ADB-funded project aimed at developing new grade 10 and 11 learning standards and curriculum, improving teacher and principal in-service training, improving the teaching and learning environments in 30 schools in urban poor rural and remote locations, and building MES capacity in project monitoring and evaluation, budget and financial planning; procurement and contracting and legal, administrative and institutional arrangements and regulations

In 2007, the Cleveland and Gund Foundations asked the Institute for Student Achievement (ISA) and NCREST to identify, describe, and share best practices that exist within Cleveland public, private and charter schools. 

NCREST partnered with Bard High School Early College (BHSEC), to document key design features and practices associated with its model.

The College Board commissioned the creation of the CollegeEd curriculum for middle school students. Its vision was to offer students, parents/guardians, and school staff with a tool to assist students to develop high educational aspirations, as well as to provide them with information that will enable them to make informed decisions about their future and chart their path towards those goals at an age when they still have time to prepare academically and financially. 

Funded by the College Entrance Examination Board, NCREST was commissioned to conduct both formative and summative evaluations of the Board's "Middle School College Awareness Curriculum" that was used with seventh grade students in a large number of schools nationally. 

Cultural Interchange in Four Urban Schools, a federally funded ethnography, explored cultural barriers between home and school that prevented students outside the middle- class mainstream from learning. Collaborated with study participants in producing case studies and a video, Cultural Interchange illuminated the process by which students, family members, and school staffs came to see the world through each other’s eyes.

The Data Use and Professional Development project represents a collaboration between NCREST and Jobs for the Future (JFF). Its purpose was to assist early college high schools and intermediary organizations to effectively use data. 

ICREST (NCREST’s international branch) and the Mongolian Education Alliance provided technical assistance to the Mongolian Ministry of Education on an ten-component Asian Development Bank-funded project.  ICREST provided the following forms of technical assistance: (1) development of program monitoring instruments and processes for 

The Corporation for Public Broadcasting, in collaboration with the National Council on the Accreditation of Teacher Education, implemented a two-and-a-half-year national effort to increase the effective use of educational technology in high school classrooms and teacher education institutions. The project, The Ernest L. Boyer Technology Summits, was evaluated by NCREST, with particular attention paid to the influence on participants of four regional two-day conferences and support for follow-up activity by teams of teachers and college professors. The evaluation focused on participants’ perceptions of the quality of the conferences, the degree to which the follow-up team work influenced classroom and program practice, the influence of selected context features on participants’ use of educational technology, and participants’ perceptions of the influence of technology on student attitudes and behavior.

NCREST has been contracted by the New York State Board of Regents to conduct an evaluation of the Smart Scholars initiative, early college programs designed to promote improved high school graduation and college-going rates among students from high need populations. The Smart Scholars evaluation has been designed to examine different aspects of the Smart Scholars design, implementation, and outcomes using a mixed methods approach.

The Center for Collaborative Education, the Coalition of Essential Schools, and the New York City Board of Education piloted a new model for transforming failing urban high schools. 

The Center for Collaborative Education, the Coalition of Essential Schools, and the New York City Board of Education piloted a new model for transforming failing urban high schools. 

In June 2000, the Goldman Sachs Foundation awarded a two-year grant to Teachers College, Columbia University to support a project designed to improve the quality of teaching in New York City schools and to strengthen a small cohort of newly redesigned high schools. 

NCREST provided assistance to the International Baccalaureate organization in assuring the fairness, equity, and quality of its school authorization and review process.

NCREST, in collaboration with another research organization, assisted IB in developing a system for the ongoing collection of data from schools on their transformation as a result of becoming IB schools.

This project seeks to provide information and insights that will support efforts to build the capacity for improving reading instruction and student outcomes at the K-3 level in New York City.

NCREST, through Teachers College, was a member of the National Partnership for Excellence and Accountability in Teaching (NPEAT), a national coalition of universities, professional associations, research and development institutes, and other education related organizations. 

This project worked with the New York State Education Department and New York State teachers to develop, pilot-test, and research the Elementary Literacy Profile, a classroom- based assessment instrument that gathers evidence about progress in literacy learning. 

This project worked with the New York State Education Department and New York State teachers to develop, pilot-test, and research the Elementary Literacy Profile, a classroom- based assessment instrument that gathers evidence about progress in literacy learning. 

NCREST collaborated with seven PAN 3 New York City public elementary schools on a research study of the network’s DYO assessments and instructional cycle in mathematics. The aim of the study was to understand how teacher participation in the network’s professional learning community influences their instruction and their students’ mathematical thinking.

The PDS Technology Integration Project was a collaborative research and development project with four local elementary schools that were part of the District 3-Teachers College PDS School Partnership, and the Center for Technology and School Change and NCREST. 

NCREST has been a partner to the New York City chapter of Say Yes to Education (SYTE) since 2002. NCREST provides on-going organizational and strategic support to the chapter in areas such as professional NYC middle and high school choice and admissions process and staff recruitment, and preparation of annual reporting to the foundation’s board.

The purpose of the William Penn Foundation grant was to support improvements in teaching, schooling and student achievement through the two clusters, in pursuit of the goals of Children Achieving. 

The purpose of the William Penn Foundation grant was to support improvements in teaching, schooling and student achievement through the two clusters, in pursuit of the goals of Children Achieving. 

NCREST conducted research and produced a report on the ways the Early College High School math and English teachers prepared students for college level work. 

NCREST is conducting research on the New Tech Network (NTN) implementation of their model in three districts in South Carolina. This mixed methods project is intended to provide feedback on the progress of the initiative at the district, school and student level. NCREST is conducting site visits, interviews, and observations and summarizing the results of surveys administered to key stakeholders.

NCREST was conducting a research project in collaboration with the International Baccalaureate Organization and two Ecuadorian partners. This research investigates Ecuador’s state schools’ experience with implementing the International Baccalaureate Diploma Program (DP).

The Leading Edge Professional Development School Network was a research and development project designed to bring together six teacher preparation programs around issues of teaching standards. 

NCREST leads the STEM Early College Expansion Partnership (SECEP). Our goal is to engage students in early college experiences as well as to improve STEM education in participating districts in Michigan and Connecticut. 

This project explores the evolution of school improvement efforts and educational innovations in “higher-performing” education systems (Finland, Singapore, Estonia, and the Netherlands), “lower-performing” systems (Norway and the United States), and developing education systems (South Africa and Malaysia). Ongoing reflections and reports on the project can be found at thomashatch.org and internationalednews.com.

Since 2001, NCREST has been the strategic partner to the Institute for Student Achievement (ISA). NCREST has collaborated with ISA on the design, development and roll out of their high school reform model.

ICREST conducted an independent evaluation of SDC-funded global basic education programs and projects implemented from 2007 to 2014. The evaluation, which included both field and desk study-based case studies,
focused on alignment with SDC strategic objectives in education; the relevance and effectiveness of basic education projects and programs, the appropriateness and efficiency of implementation modalities; and
alignment with international agendas, standards and best practices.

The New Teacher Academy was a program designed to educate and support teachers in their first two years of teaching. 

This study focused on TeachNet, a professional development network in New York City designed to support teachers' use of the Internet and other new media to enhance teaching and student learning. 

The Eiffel Project is a Technology Challenge Grant awarded by the U.S. Department of Education to the Center for Collaborative Education (CCE), the Institute for Learning Technologies at Columbia University (ILT), and the New York City Board of Education. The objective of the grant was to influence achievement of under-served children and youth in 67 schools in New York City through the introduction and use of advanced digital information systems. NCREST served as an external evaluator. 

The Lucent Peer Collaboration Initiative Project, funded by Lucent Technologies Foundation, was a three year project located in four school districts: Albuquerque, New Mexico, Broward County, Florida, Lancaster, Pennsylvania, and Seattle, Washington.

Since 2002, NCREST has served as a research partner of the 25-year old Middle College National Consortium (MCNC), a network of high schools across the nation, situated on community college campuses. NCREST has documented the design, development, and operation of the Consortium’s Early College High School Initiative.

The Center for Michigan Middle and Early College Partnerships (CMMECP) offers support and guidance to schools implementing middle and early college designs that have emerged in Michigan. NCREST serves as a research partner of the Center as well as the Michigan Middle and Early College Michigan Early Middle College Association (MEMCA). 

NCREST carried out a documentation project of Urban Advantage (UA), a New York City science education initiative that partners eight renowned science-rich cultural institutions with the New York City Department of Education and public middle schools to promote scientific discovery and learning. 

This study examined the ways in which International Baccalaureate (IB) Diploma Programme schools and classrooms foster and develop students’ non-cognitive assets, with a particular focus on academic mindsets. This study was conducted using a multiple case study design, implemented in four schools—two in the United States and two in Peru

ICREST supporting the Ministry of Education and Science (MES) the Kyrgyz Republicon a multicomponent ADB-funded project aimed at developing new grade 10 and 11 learning standards and curriculum, improving teacher and principal in-service training, improving the teaching and learning environments in 30 schools in urban poor rural and remote locations, and building MES capacity in project monitoring and evaluation, budget and financial planning; procurement and contracting and legal, administrative and institutional arrangements and regulations

In 2007, the Cleveland and Gund Foundations asked the Institute for Student Achievement (ISA) and NCREST to identify, describe, and share best practices that exist within Cleveland public, private and charter schools. 

NCREST partnered with Bard High School Early College (BHSEC), to document key design features and practices associated with its model.

The College Board commissioned the creation of the CollegeEd curriculum for middle school students. Its vision was to offer students, parents/guardians, and school staff with a tool to assist students to develop high educational aspirations, as well as to provide them with information that will enable them to make informed decisions about their future and chart their path towards those goals at an age when they still have time to prepare academically and financially. 

Funded by the College Entrance Examination Board, NCREST was commissioned to conduct both formative and summative evaluations of the Board's "Middle School College Awareness Curriculum" that was used with seventh grade students in a large number of schools nationally. 

Cultural Interchange in Four Urban Schools, a federally funded ethnography, explored cultural barriers between home and school that prevented students outside the middle- class mainstream from learning. Collaborated with study participants in producing case studies and a video, Cultural Interchange illuminated the process by which students, family members, and school staffs came to see the world through each other’s eyes.

The Data Use and Professional Development project represents a collaboration between NCREST and Jobs for the Future (JFF). Its purpose was to assist early college high schools and intermediary organizations to effectively use data. 

ICREST (NCREST’s international branch) and the Mongolian Education Alliance provided technical assistance to the Mongolian Ministry of Education on an ten-component Asian Development Bank-funded project.  ICREST provided the following forms of technical assistance: (1) development of program monitoring instruments and processes for 

The Corporation for Public Broadcasting, in collaboration with the National Council on the Accreditation of Teacher Education, implemented a two-and-a-half-year national effort to increase the effective use of educational technology in high school classrooms and teacher education institutions. The project, The Ernest L. Boyer Technology Summits, was evaluated by NCREST, with particular attention paid to the influence on participants of four regional two-day conferences and support for follow-up activity by teams of teachers and college professors. The evaluation focused on participants’ perceptions of the quality of the conferences, the degree to which the follow-up team work influenced classroom and program practice, the influence of selected context features on participants’ use of educational technology, and participants’ perceptions of the influence of technology on student attitudes and behavior.

NCREST has been contracted by the New York State Board of Regents to conduct an evaluation of the Smart Scholars initiative, early college programs designed to promote improved high school graduation and college-going rates among students from high need populations. The Smart Scholars evaluation has been designed to examine different aspects of the Smart Scholars design, implementation, and outcomes using a mixed methods approach.

The Center for Collaborative Education, the Coalition of Essential Schools, and the New York City Board of Education piloted a new model for transforming failing urban high schools. 

The Center for Collaborative Education, the Coalition of Essential Schools, and the New York City Board of Education piloted a new model for transforming failing urban high schools. 

In June 2000, the Goldman Sachs Foundation awarded a two-year grant to Teachers College, Columbia University to support a project designed to improve the quality of teaching in New York City schools and to strengthen a small cohort of newly redesigned high schools. 

NCREST provided assistance to the International Baccalaureate organization in assuring the fairness, equity, and quality of its school authorization and review process.

NCREST, in collaboration with another research organization, assisted IB in developing a system for the ongoing collection of data from schools on their transformation as a result of becoming IB schools.

This project seeks to provide information and insights that will support efforts to build the capacity for improving reading instruction and student outcomes at the K-3 level in New York City.

NCREST, through Teachers College, was a member of the National Partnership for Excellence and Accountability in Teaching (NPEAT), a national coalition of universities, professional associations, research and development institutes, and other education related organizations. 

This project worked with the New York State Education Department and New York State teachers to develop, pilot-test, and research the Elementary Literacy Profile, a classroom- based assessment instrument that gathers evidence about progress in literacy learning. 

This project worked with the New York State Education Department and New York State teachers to develop, pilot-test, and research the Elementary Literacy Profile, a classroom- based assessment instrument that gathers evidence about progress in literacy learning. 

NCREST collaborated with seven PAN 3 New York City public elementary schools on a research study of the network’s DYO assessments and instructional cycle in mathematics. The aim of the study was to understand how teacher participation in the network’s professional learning community influences their instruction and their students’ mathematical thinking.

The PDS Technology Integration Project was a collaborative research and development project with four local elementary schools that were part of the District 3-Teachers College PDS School Partnership, and the Center for Technology and School Change and NCREST. 

NCREST has been a partner to the New York City chapter of Say Yes to Education (SYTE) since 2002. NCREST provides on-going organizational and strategic support to the chapter in areas such as professional NYC middle and high school choice and admissions process and staff recruitment, and preparation of annual reporting to the foundation’s board.

The purpose of the William Penn Foundation grant was to support improvements in teaching, schooling and student achievement through the two clusters, in pursuit of the goals of Children Achieving. 

The purpose of the William Penn Foundation grant was to support improvements in teaching, schooling and student achievement through the two clusters, in pursuit of the goals of Children Achieving. 

NCREST conducted research and produced a report on the ways the Early College High School math and English teachers prepared students for college level work. 

NCREST is conducting research on the New Tech Network (NTN) implementation of their model in three districts in South Carolina. This mixed methods project is intended to provide feedback on the progress of the initiative at the district, school and student level. NCREST is conducting site visits, interviews, and observations and summarizing the results of surveys administered to key stakeholders.

NCREST was conducting a research project in collaboration with the International Baccalaureate Organization and two Ecuadorian partners. This research investigates Ecuador’s state schools’ experience with implementing the International Baccalaureate Diploma Program (DP).

The Leading Edge Professional Development School Network was a research and development project designed to bring together six teacher preparation programs around issues of teaching standards. 

NCREST leads the STEM Early College Expansion Partnership (SECEP). Our goal is to engage students in early college experiences as well as to improve STEM education in participating districts in Michigan and Connecticut. 

This project explores the evolution of school improvement efforts and educational innovations in “higher-performing” education systems (Finland, Singapore, Estonia, and the Netherlands), “lower-performing” systems (Norway and the United States), and developing education systems (South Africa and Malaysia). Ongoing reflections and reports on the project can be found at thomashatch.org and internationalednews.com.

Since 2001, NCREST has been the strategic partner to the Institute for Student Achievement (ISA). NCREST has collaborated with ISA on the design, development and roll out of their high school reform model.

ICREST conducted an independent evaluation of SDC-funded global basic education programs and projects implemented from 2007 to 2014. The evaluation, which included both field and desk study-based case studies,
focused on alignment with SDC strategic objectives in education; the relevance and effectiveness of basic education projects and programs, the appropriateness and efficiency of implementation modalities; and
alignment with international agendas, standards and best practices.

The New Teacher Academy was a program designed to educate and support teachers in their first two years of teaching. 

This study focused on TeachNet, a professional development network in New York City designed to support teachers' use of the Internet and other new media to enhance teaching and student learning. 

The Eiffel Project is a Technology Challenge Grant awarded by the U.S. Department of Education to the Center for Collaborative Education (CCE), the Institute for Learning Technologies at Columbia University (ILT), and the New York City Board of Education. The objective of the grant was to influence achievement of under-served children and youth in 67 schools in New York City through the introduction and use of advanced digital information systems. NCREST served as an external evaluator. 

The Lucent Peer Collaboration Initiative Project, funded by Lucent Technologies Foundation, was a three year project located in four school districts: Albuquerque, New Mexico, Broward County, Florida, Lancaster, Pennsylvania, and Seattle, Washington.

Since 2002, NCREST has served as a research partner of the 25-year old Middle College National Consortium (MCNC), a network of high schools across the nation, situated on community college campuses. NCREST has documented the design, development, and operation of the Consortium’s Early College High School Initiative.

The Center for Michigan Middle and Early College Partnerships (CMMECP) offers support and guidance to schools implementing middle and early college designs that have emerged in Michigan. NCREST serves as a research partner of the Center as well as the Michigan Middle and Early College Michigan Early Middle College Association (MEMCA). 

NCREST carried out a documentation project of Urban Advantage (UA), a New York City science education initiative that partners eight renowned science-rich cultural institutions with the New York City Department of Education and public middle schools to promote scientific discovery and learning. 

This study examined the ways in which International Baccalaureate (IB) Diploma Programme schools and classrooms foster and develop students’ non-cognitive assets, with a particular focus on academic mindsets. This study was conducted using a multiple case study design, implemented in four schools—two in the United States and two in Peru

ICREST supporting the Ministry of Education and Science (MES) the Kyrgyz Republicon a multicomponent ADB-funded project aimed at developing new grade 10 and 11 learning standards and curriculum, improving teacher and principal in-service training, improving the teaching and learning environments in 30 schools in urban poor rural and remote locations, and building MES capacity in project monitoring and evaluation, budget and financial planning; procurement and contracting and legal, administrative and institutional arrangements and regulations

In 2007, the Cleveland and Gund Foundations asked the Institute for Student Achievement (ISA) and NCREST to identify, describe, and share best practices that exist within Cleveland public, private and charter schools. 

NCREST partnered with Bard High School Early College (BHSEC), to document key design features and practices associated with its model.

The College Board commissioned the creation of the CollegeEd curriculum for middle school students. Its vision was to offer students, parents/guardians, and school staff with a tool to assist students to develop high educational aspirations, as well as to provide them with information that will enable them to make informed decisions about their future and chart their path towards those goals at an age when they still have time to prepare academically and financially. 

Funded by the College Entrance Examination Board, NCREST was commissioned to conduct both formative and summative evaluations of the Board's "Middle School College Awareness Curriculum" that was used with seventh grade students in a large number of schools nationally. 

Cultural Interchange in Four Urban Schools, a federally funded ethnography, explored cultural barriers between home and school that prevented students outside the middle- class mainstream from learning. Collaborated with study participants in producing case studies and a video, Cultural Interchange illuminated the process by which students, family members, and school staffs came to see the world through each other’s eyes.

The Data Use and Professional Development project represents a collaboration between NCREST and Jobs for the Future (JFF). Its purpose was to assist early college high schools and intermediary organizations to effectively use data. 

ICREST (NCREST’s international branch) and the Mongolian Education Alliance provided technical assistance to the Mongolian Ministry of Education on an ten-component Asian Development Bank-funded project.  ICREST provided the following forms of technical assistance: (1) development of program monitoring instruments and processes for 

The Corporation for Public Broadcasting, in collaboration with the National Council on the Accreditation of Teacher Education, implemented a two-and-a-half-year national effort to increase the effective use of educational technology in high school classrooms and teacher education institutions. The project, The Ernest L. Boyer Technology Summits, was evaluated by NCREST, with particular attention paid to the influence on participants of four regional two-day conferences and support for follow-up activity by teams of teachers and college professors. The evaluation focused on participants’ perceptions of the quality of the conferences, the degree to which the follow-up team work influenced classroom and program practice, the influence of selected context features on participants’ use of educational technology, and participants’ perceptions of the influence of technology on student attitudes and behavior.

NCREST has been contracted by the New York State Board of Regents to conduct an evaluation of the Smart Scholars initiative, early college programs designed to promote improved high school graduation and college-going rates among students from high need populations. The Smart Scholars evaluation has been designed to examine different aspects of the Smart Scholars design, implementation, and outcomes using a mixed methods approach.

The Center for Collaborative Education, the Coalition of Essential Schools, and the New York City Board of Education piloted a new model for transforming failing urban high schools. 

The Center for Collaborative Education, the Coalition of Essential Schools, and the New York City Board of Education piloted a new model for transforming failing urban high schools. 

In June 2000, the Goldman Sachs Foundation awarded a two-year grant to Teachers College, Columbia University to support a project designed to improve the quality of teaching in New York City schools and to strengthen a small cohort of newly redesigned high schools. 

NCREST provided assistance to the International Baccalaureate organization in assuring the fairness, equity, and quality of its school authorization and review process.

NCREST, in collaboration with another research organization, assisted IB in developing a system for the ongoing collection of data from schools on their transformation as a result of becoming IB schools.

This project seeks to provide information and insights that will support efforts to build the capacity for improving reading instruction and student outcomes at the K-3 level in New York City.

NCREST, through Teachers College, was a member of the National Partnership for Excellence and Accountability in Teaching (NPEAT), a national coalition of universities, professional associations, research and development institutes, and other education related organizations. 

This project worked with the New York State Education Department and New York State teachers to develop, pilot-test, and research the Elementary Literacy Profile, a classroom- based assessment instrument that gathers evidence about progress in literacy learning. 

This project worked with the New York State Education Department and New York State teachers to develop, pilot-test, and research the Elementary Literacy Profile, a classroom- based assessment instrument that gathers evidence about progress in literacy learning. 

NCREST collaborated with seven PAN 3 New York City public elementary schools on a research study of the network’s DYO assessments and instructional cycle in mathematics. The aim of the study was to understand how teacher participation in the network’s professional learning community influences their instruction and their students’ mathematical thinking.

The PDS Technology Integration Project was a collaborative research and development project with four local elementary schools that were part of the District 3-Teachers College PDS School Partnership, and the Center for Technology and School Change and NCREST. 

NCREST has been a partner to the New York City chapter of Say Yes to Education (SYTE) since 2002. NCREST provides on-going organizational and strategic support to the chapter in areas such as professional NYC middle and high school choice and admissions process and staff recruitment, and preparation of annual reporting to the foundation’s board.

The purpose of the William Penn Foundation grant was to support improvements in teaching, schooling and student achievement through the two clusters, in pursuit of the goals of Children Achieving. 

The purpose of the William Penn Foundation grant was to support improvements in teaching, schooling and student achievement through the two clusters, in pursuit of the goals of Children Achieving. 

NCREST conducted research and produced a report on the ways the Early College High School math and English teachers prepared students for college level work. 

NCREST is conducting research on the New Tech Network (NTN) implementation of their model in three districts in South Carolina. This mixed methods project is intended to provide feedback on the progress of the initiative at the district, school and student level. NCREST is conducting site visits, interviews, and observations and summarizing the results of surveys administered to key stakeholders.

NCREST was conducting a research project in collaboration with the International Baccalaureate Organization and two Ecuadorian partners. This research investigates Ecuador’s state schools’ experience with implementing the International Baccalaureate Diploma Program (DP).

The Leading Edge Professional Development School Network was a research and development project designed to bring together six teacher preparation programs around issues of teaching standards. 

NCREST leads the STEM Early College Expansion Partnership (SECEP). Our goal is to engage students in early college experiences as well as to improve STEM education in participating districts in Michigan and Connecticut. 

This project explores the evolution of school improvement efforts and educational innovations in “higher-performing” education systems (Finland, Singapore, Estonia, and the Netherlands), “lower-performing” systems (Norway and the United States), and developing education systems (South Africa and Malaysia). Ongoing reflections and reports on the project can be found at thomashatch.org and internationalednews.com.

Since 2001, NCREST has been the strategic partner to the Institute for Student Achievement (ISA). NCREST has collaborated with ISA on the design, development and roll out of their high school reform model.

ICREST conducted an independent evaluation of SDC-funded global basic education programs and projects implemented from 2007 to 2014. The evaluation, which included both field and desk study-based case studies,
focused on alignment with SDC strategic objectives in education; the relevance and effectiveness of basic education projects and programs, the appropriateness and efficiency of implementation modalities; and
alignment with international agendas, standards and best practices.

The New Teacher Academy was a program designed to educate and support teachers in their first two years of teaching. 

This study focused on TeachNet, a professional development network in New York City designed to support teachers' use of the Internet and other new media to enhance teaching and student learning. 

The Eiffel Project is a Technology Challenge Grant awarded by the U.S. Department of Education to the Center for Collaborative Education (CCE), the Institute for Learning Technologies at Columbia University (ILT), and the New York City Board of Education. The objective of the grant was to influence achievement of under-served children and youth in 67 schools in New York City through the introduction and use of advanced digital information systems. NCREST served as an external evaluator. 

The Lucent Peer Collaboration Initiative Project, funded by Lucent Technologies Foundation, was a three year project located in four school districts: Albuquerque, New Mexico, Broward County, Florida, Lancaster, Pennsylvania, and Seattle, Washington.

Since 2002, NCREST has served as a research partner of the 25-year old Middle College National Consortium (MCNC), a network of high schools across the nation, situated on community college campuses. NCREST has documented the design, development, and operation of the Consortium’s Early College High School Initiative.

The Center for Michigan Middle and Early College Partnerships (CMMECP) offers support and guidance to schools implementing middle and early college designs that have emerged in Michigan. NCREST serves as a research partner of the Center as well as the Michigan Middle and Early College Michigan Early Middle College Association (MEMCA). 

NCREST carried out a documentation project of Urban Advantage (UA), a New York City science education initiative that partners eight renowned science-rich cultural institutions with the New York City Department of Education and public middle schools to promote scientific discovery and learning. 

This study examined the ways in which International Baccalaureate (IB) Diploma Programme schools and classrooms foster and develop students’ non-cognitive assets, with a particular focus on academic mindsets. This study was conducted using a multiple case study design, implemented in four schools—two in the United States and two in Peru

ICREST supporting the Ministry of Education and Science (MES) the Kyrgyz Republicon a multicomponent ADB-funded project aimed at developing new grade 10 and 11 learning standards and curriculum, improving teacher and principal in-service training, improving the teaching and learning environments in 30 schools in urban poor rural and remote locations, and building MES capacity in project monitoring and evaluation, budget and financial planning; procurement and contracting and legal, administrative and institutional arrangements and regulations

In 2007, the Cleveland and Gund Foundations asked the Institute for Student Achievement (ISA) and NCREST to identify, describe, and share best practices that exist within Cleveland public, private and charter schools. 

NCREST partnered with Bard High School Early College (BHSEC), to document key design features and practices associated with its model.

The College Board commissioned the creation of the CollegeEd curriculum for middle school students. Its vision was to offer students, parents/guardians, and school staff with a tool to assist students to develop high educational aspirations, as well as to provide them with information that will enable them to make informed decisions about their future and chart their path towards those goals at an age when they still have time to prepare academically and financially. 

Funded by the College Entrance Examination Board, NCREST was commissioned to conduct both formative and summative evaluations of the Board's "Middle School College Awareness Curriculum" that was used with seventh grade students in a large number of schools nationally. 

Cultural Interchange in Four Urban Schools, a federally funded ethnography, explored cultural barriers between home and school that prevented students outside the middle- class mainstream from learning. Collaborated with study participants in producing case studies and a video, Cultural Interchange illuminated the process by which students, family members, and school staffs came to see the world through each other’s eyes.

The Data Use and Professional Development project represents a collaboration between NCREST and Jobs for the Future (JFF). Its purpose was to assist early college high schools and intermediary organizations to effectively use data. 

ICREST (NCREST’s international branch) and the Mongolian Education Alliance provided technical assistance to the Mongolian Ministry of Education on an ten-component Asian Development Bank-funded project.  ICREST provided the following forms of technical assistance: (1) development of program monitoring instruments and processes for 

The Corporation for Public Broadcasting, in collaboration with the National Council on the Accreditation of Teacher Education, implemented a two-and-a-half-year national effort to increase the effective use of educational technology in high school classrooms and teacher education institutions. The project, The Ernest L. Boyer Technology Summits, was evaluated by NCREST, with particular attention paid to the influence on participants of four regional two-day conferences and support for follow-up activity by teams of teachers and college professors. The evaluation focused on participants’ perceptions of the quality of the conferences, the degree to which the follow-up team work influenced classroom and program practice, the influence of selected context features on participants’ use of educational technology, and participants’ perceptions of the influence of technology on student attitudes and behavior.

NCREST has been contracted by the New York State Board of Regents to conduct an evaluation of the Smart Scholars initiative, early college programs designed to promote improved high school graduation and college-going rates among students from high need populations. The Smart Scholars evaluation has been designed to examine different aspects of the Smart Scholars design, implementation, and outcomes using a mixed methods approach.

The Center for Collaborative Education, the Coalition of Essential Schools, and the New York City Board of Education piloted a new model for transforming failing urban high schools. 

The Center for Collaborative Education, the Coalition of Essential Schools, and the New York City Board of Education piloted a new model for transforming failing urban high schools. 

In June 2000, the Goldman Sachs Foundation awarded a two-year grant to Teachers College, Columbia University to support a project designed to improve the quality of teaching in New York City schools and to strengthen a small cohort of newly redesigned high schools. 

NCREST provided assistance to the International Baccalaureate organization in assuring the fairness, equity, and quality of its school authorization and review process.

NCREST, in collaboration with another research organization, assisted IB in developing a system for the ongoing collection of data from schools on their transformation as a result of becoming IB schools.

This project seeks to provide information and insights that will support efforts to build the capacity for improving reading instruction and student outcomes at the K-3 level in New York City.

NCREST, through Teachers College, was a member of the National Partnership for Excellence and Accountability in Teaching (NPEAT), a national coalition of universities, professional associations, research and development institutes, and other education related organizations. 

This project worked with the New York State Education Department and New York State teachers to develop, pilot-test, and research the Elementary Literacy Profile, a classroom- based assessment instrument that gathers evidence about progress in literacy learning. 

This project worked with the New York State Education Department and New York State teachers to develop, pilot-test, and research the Elementary Literacy Profile, a classroom- based assessment instrument that gathers evidence about progress in literacy learning. 

NCREST collaborated with seven PAN 3 New York City public elementary schools on a research study of the network’s DYO assessments and instructional cycle in mathematics. The aim of the study was to understand how teacher participation in the network’s professional learning community influences their instruction and their students’ mathematical thinking.

The PDS Technology Integration Project was a collaborative research and development project with four local elementary schools that were part of the District 3-Teachers College PDS School Partnership, and the Center for Technology and School Change and NCREST. 

NCREST has been a partner to the New York City chapter of Say Yes to Education (SYTE) since 2002. NCREST provides on-going organizational and strategic support to the chapter in areas such as professional NYC middle and high school choice and admissions process and staff recruitment, and preparation of annual reporting to the foundation’s board.

The purpose of the William Penn Foundation grant was to support improvements in teaching, schooling and student achievement through the two clusters, in pursuit of the goals of Children Achieving. 

The purpose of the William Penn Foundation grant was to support improvements in teaching, schooling and student achievement through the two clusters, in pursuit of the goals of Children Achieving. 

NCREST conducted research and produced a report on the ways the Early College High School math and English teachers prepared students for college level work. 

NCREST is conducting research on the New Tech Network (NTN) implementation of their model in three districts in South Carolina. This mixed methods project is intended to provide feedback on the progress of the initiative at the district, school and student level. NCREST is conducting site visits, interviews, and observations and summarizing the results of surveys administered to key stakeholders.

NCREST was conducting a research project in collaboration with the International Baccalaureate Organization and two Ecuadorian partners. This research investigates Ecuador’s state schools’ experience with implementing the International Baccalaureate Diploma Program (DP).

The Leading Edge Professional Development School Network was a research and development project designed to bring together six teacher preparation programs around issues of teaching standards. 

NCREST leads the STEM Early College Expansion Partnership (SECEP). Our goal is to engage students in early college experiences as well as to improve STEM education in participating districts in Michigan and Connecticut. 

This project explores the evolution of school improvement efforts and educational innovations in “higher-performing” education systems (Finland, Singapore, Estonia, and the Netherlands), “lower-performing” systems (Norway and the United States), and developing education systems (South Africa and Malaysia). Ongoing reflections and reports on the project can be found at thomashatch.org and internationalednews.com.

Since 2001, NCREST has been the strategic partner to the Institute for Student Achievement (ISA). NCREST has collaborated with ISA on the design, development and roll out of their high school reform model.

ICREST conducted an independent evaluation of SDC-funded global basic education programs and projects implemented from 2007 to 2014. The evaluation, which included both field and desk study-based case studies,
focused on alignment with SDC strategic objectives in education; the relevance and effectiveness of basic education projects and programs, the appropriateness and efficiency of implementation modalities; and
alignment with international agendas, standards and best practices.

The New Teacher Academy was a program designed to educate and support teachers in their first two years of teaching. 

This study focused on TeachNet, a professional development network in New York City designed to support teachers' use of the Internet and other new media to enhance teaching and student learning. 

The Eiffel Project is a Technology Challenge Grant awarded by the U.S. Department of Education to the Center for Collaborative Education (CCE), the Institute for Learning Technologies at Columbia University (ILT), and the New York City Board of Education. The objective of the grant was to influence achievement of under-served children and youth in 67 schools in New York City through the introduction and use of advanced digital information systems. NCREST served as an external evaluator. 

The Lucent Peer Collaboration Initiative Project, funded by Lucent Technologies Foundation, was a three year project located in four school districts: Albuquerque, New Mexico, Broward County, Florida, Lancaster, Pennsylvania, and Seattle, Washington.

Since 2002, NCREST has served as a research partner of the 25-year old Middle College National Consortium (MCNC), a network of high schools across the nation, situated on community college campuses. NCREST has documented the design, development, and operation of the Consortium’s Early College High School Initiative.

The Center for Michigan Middle and Early College Partnerships (CMMECP) offers support and guidance to schools implementing middle and early college designs that have emerged in Michigan. NCREST serves as a research partner of the Center as well as the Michigan Middle and Early College Michigan Early Middle College Association (MEMCA). 

NCREST carried out a documentation project of Urban Advantage (UA), a New York City science education initiative that partners eight renowned science-rich cultural institutions with the New York City Department of Education and public middle schools to promote scientific discovery and learning.