Research and Evaluation

The Role of Parent Social Capital and College-Aligned Action

Thu, 03/02/2017

Author(s): 

Published in Teachers College Record, this article focuses on a nationally representative sample of Hispanic and White 10th graders in 2002 who completed high school expecting to complete a bachelor’s degree. The author examines whether group-level variability in the utility of parent social capital can help explain the recent finding that parent income and education confer greater benefits among White youth, relative to similar Hispanic youth, when it comes to 4-year college enrollment.

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New CADRE Toolkit Shares Effective Dissemination Strategies

Teaser: 

  Leana Nordstrom brings a diverse set of communications and project management skills to EDC's STEM education initiatives. Currently, she manages the CADRE (Community for Advancing Discovery Research in Education) resource network that EDC leads for the National Science Foundation's (NSF) Discovery Research PreK-12 Program. In this role, she oversees the project’s social media outreach and other communications, contributes to the project’s website content, and manages the logistical aspects of CADRE’s work. As the communications lead for EDC’s Oceans of Data Institute (ODI), she disseminates the work of ODI’s portfolio of projects through newsletters, a website, blogs, press releases, and social media. In this post, Leana describes a user-friendly toolkit that CADRE has developed to help researchers strategically disseminate their findings to support the field in improving STEM education. The toolkit also provides guidance for anyone who wants to communicate important messages to key target audiences.   

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Pilar Gonzalez

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First name: 

Pilar

Last name: 

Gonzalez

Bio: 

Pilar Gonzalez is an experienced educational researcher who is committed to using formative and summative research to gather evidence about educational interventions that promote educational equity and academic achievement for struggling students. Her main areas of interest and expertise are educational technology, English Language Learners, and content-area literacy.

Gonzalez leads the iZone Short-Cycle Evaluation Challenge, an evaluation project for the New York City Department of Education’s Office of Innovation to help the Department and its educators evaluate and pilot education technology tools in the classroom and build their capacity for evaluative thinking. She also leads the research portion of Playing with Data, a study funded by the National Science Foundation that is supporting teachers in data-driven decision-making.

Previously, Gonzalez managed research projects about social studies and science education, teacher professional development, early childhood education, digital micro-credentials, tablets in schools, and educational video games.

Gonzalez is co-author of a chapter about digital micro-credentials for teachers, “Digital Badges for Professional Development: Teachers’ Perceptions of the Value of a New Credentialing Currency,” published in Foundation of Digital Badges and Micro-Credentials.

Before joining EDC, Gonzalez taught English as a Second Language in New York City schools, and worked as a research and policy intern at New Visions for Public Schools, a non-profit school support and charter management organization. 

Gonzalez received a BA in History and Science from Harvard University, an MA in Sociology and Education/Education Policy from Teachers College at Columbia University, and an MS in Education/Teaching English to Speakers of Other Languages from Long Island University.  She is certified in Project Management in Development (PMD Pro).

Staff: 

Staff Profile

Job title: 

Research Associate II

Mailing Address: 

96 Morton Street, 7th Floor
New York, New York 10014

Telephone: 

212-807-4208

Katrina Bledsoe

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Katrina Bledsoe

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Katrina

Last name: 

Bledsoe

Bio: 

Katrina Bledsoe brings extensive experience as an evaluator of programs at the local, state, and federal government levels. Bledsoe leads evaluations of initiatives focused on curriculum development in the sciences and social sciences, teacher professional development, and mental health issues such as suicide prevention. Her expertise is in community-based education and social services program evaluation, mixed methodology and methods, research innovation, applied social psychology, and cultural contexts.

Bledsoe provides technical assistance to grantees under the National Science Foundation (NSF) INCLUDES program, which is working to identify and scale up proven, innovative ideas to create access to science and engineering for groups traditionally underrepresented in those fields.  Additionally, she is a member of the team evaluating NSF’s Broadening Participation in Computing-Alliances Program, as well as a Project Lead for the REL Northeast & Islands.

Previously, Bledsoe has served as principal investigator, co-principal investigator, or project director on a variety of projects, including including leading a study exploring parental engagement in the North Corridor community of Charlotte, North Carolina; serving as an evaluation scientist for the Suicide Prevention Resource Center; and leading an evaluative qualitative outcome study focused on technology tools for teachers and students in India, using EDC’s Interactive Radio Initiative Program.

Bledsoe is the author of chapters, articles, and blog posts focusing on evaluation practice, mixed methodology and evaluation, and cultural responsiveness in evaluation, social psychology, and other topics. She has published articles in the American Journal of Evaluation ("The Use of Multiple Evaluation Approaches in Program Evaluation") and Families in Society: The Journal of Contemporary Social Science and co-authored the chapter “Decolonizing Evaluation in a Developing World: Implications and Cautions for Equity-Focused Evaluations” in Evaluation for Equitable Development Results. Her work has also been published in New Directions in Evaluation, Families in Society, and in numerous edited volumes including, among others,  Qualitative Inquiry in the Practice of Evaluation, the International Handbook of Urban Education, the Handbook of Mixed Methods Research, and the Handbook of Ethics for Research in the Social Sciences.

Bledsoe is the 2013 winner of the American Evaluation Association’s (AEA) Multiethnic Issues in Evaluation Topical Interest Group’s Scholar Award and the 2006 winner of the Eastern Evaluation Research Society’s Invited Author Award. She is an active member of AEA, where she has served on the Board of Directors and held other leadership positions, including her current role on the Evaluation Policy Task Force. She sits on the editorial board for the Journal of Multi-Disciplinary Evaluation and is a peer reviewer for both the American Journal of Evaluation and the Journal of Evaluation and Program Planning as well as the journal, Preventing Chronic Disease: Public Health Research, Practice, and Policy. Bledsoe is also a member of the Association for Psychological Science, and the Society for the Study of Psychological Issues.

Before re-joining EDC, Bledsoe served as a founding member and senior research director at ThinkShift, an initiative of the DeBruce Foundation. She received a BA from the University of California-Santa Cruz, an MA from San Francisco State University, and a PhD from Claremont Graduate University.

Staff: 

Staff Profile

Job title: 

Research Scientist

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Tool Aims to Help Schools Better Identify English-Language Learners

This article spotlights the Home Language Survey Data Quality Self-Assessment tool developed by EDC's REL Northeast & Islands. The new tool will help educators evaluate the effectiveness of the surveys that schools use to identify English-language learners. The tools aims to allow schools to more accurately identify potential English-learners, avoid misidentifying students who don't need extra services, and allow for money dedicated to help students flow to district and schools who need it the most.

Source: 

Education Week

Publication Date: 

Mon, 03/06/2017

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When Do Students in Low-SES Schools Perform Better-Than-Expected on a High-Stakes Test

Wed, 10/26/2016

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This empirical study, published in Urban Education, analyzed data from 638 teachers and 11,800 students in low-socioeconomic status (SES) urban schools (and schools with urban characteristics) exploring associations of school, teacher, teaching, and professional development characteristics toward student performance on the revised Advanced Placement (AP) Biology and AP Chemistry examinations.

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35pp.

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Home Language Survey Data Quality Self-Assessment

Wed, 02/01/2017

Author(s): 

Maria-Paz Avery, Caroline Parker, Erin Stafford, Susan Henry, Dan Mello

EDC's Regional Educational Laboratory Northeast and Islands worked with state and district practitioners to develop the Home Language Survey Data Quality Self-Assessment Tool. This 15-minute self-assessment is designed for use by state leaders who coordinate programs to support students’ English language acquisition and achievement in districts, as well as for district leaders who oversee the English learner student identification process in schools.

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46pp.

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Graduation Outcomes of Students who Entered New York City Public Schools in Grade 5 or 6 as English Language Learners

Wed, 02/01/2017

Author(s): 

Michael Kieffer, Caroline Parker

This study describes high school graduation outcomes for students who entered New York City schools in grade 5 or 6 as English learner students. It uses longitudinal administrative data from New York City public schools for 2003/04 through 2012/13 to analyze high school graduation outcomes for students who entered New York City schools in grade 5 or 6 in 2003/04 as English learner students.
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Length: 

21pp.

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Dimensions of Dosage: Evaluation Brief for TIF Grantees

Sat, 10/01/2016

Author(s): 

Jessica Bailey, Karen Shakman, Dana Ansel, Sara Greller

This brief provides Teacher Incentive Fund (TIF) grantees with an overview of dosage and the importance of carefully measuring dosage when determining the outcomes of an intervention. Dosage refers to the quantity or amount of an intervention, such as the number of hours teachers spend with a teacher leader, and can be an important element of program implementation, often influencing the intervention's impact.

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Length: 

10 pp.

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A Primer for Continuous Improvement in Schools and Districts

Wed, 02/01/2017

Author(s): 

This brief orients educational practitioners to the continuous improvement process and how it can work in educational settings. The brief provides an overview and includes references and resources that school and district leaders may find helpful as they seek to integrate continuous improvement cycles into their work to improve teaching and learning.

White Paper Cover

Length: 

17pp.

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