Research and Evaluation

EDC Presents Afterschool Care Recommendations at Mass. State House

meghan-broadstone photo

Improving the quality of services that afterschool and out-of-school time (ASOST) programs provide will be complex and require collaboration among many decision makers and program staff, EDC’s Meghan Broadstone told a group of lawmakers and stakeholders at the Massachusetts State House on Tuesday, January 31.

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A Guide to Calculating District Expenditure-to-Performance Ratios using Publicly Available Data

Wed, 02/01/2017

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This guide shows how states and districts can use publicly available data on district expenditures and student academic performance to calculate six district-level expenditure-to performance ratios.

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36pp.

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Caught in the Balance: An Organizational Analysis of Science Teaching in Schools With Elementary Science Specialists

Tue, 06/14/2016

Author(s): 

Lisa M. Marco-Bujosa, Abigail Jurist Levy

Elementary schools are under increasing pressure to teach science and teach it well; yet, research documents that classroom teachers must overcome numerous personal and school-based challenges to teach science effectively at this level, such as access to materials and inadequate instructional time. The elementary science specialist model represents an alternative to the traditional model of classroom teachers providing science instruction.

Science Teaching in Schools With Elementary Science Specialists

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26 pp.

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Achieving Educational Equity and Justice in Career Academies: Challenges and Promising Strategies

Wed, 04/19/2017

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Career academies are a model of career and technical education (CTE) that combines academic rigor, instruction that is relevant to students’ lives, and strong relationships between students and adults. Shown to have positive impacts on high school students’ motivation, graduation rates, postsecondary enrollment, and career outcomes, career academies also have great potential to reduce opportunity and achievement gaps.

Exploring STEM

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Length: 

21 pp.

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Supporting Students’ Success in Online Courses: Insights and Implications

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Jacqueline Zweig and Erin Stafford lead research that deepens understanding of the role of online learning in K–12 students’ academic experiences and provides insight into factors that may influence students' success in online courses. In their work for the REL Northeast & Islands at EDC and the REL Midwest Virtual Education Research Alliance, Jacqueline and Erin specialized in designing instruments to gather information on key stakeholders’ experiences with online learning. In 2016, Jacqueline and Erin joined other leading researchers from across the country in serving as Fellows for the Michigan Virtual Learning Research Institute. In this post, Jacqueline and Erin share some of the findings from their research and consider implications for future research.

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Providing Effective Written Feedback

Sun, 01/01/2017

Author(s): 

Jacqueline Zweig, Karen Shakman, Jessica Bailey, Leah Levine, Jerome Doherty

Co-authored by EDC researchers and staff from the Boston Public Schools (BPS) Office of Human Capital, this article published in Principal Leadership discusses their collaborative work to develop an Evaluative Feedback Rubric to assess the quality of the written feedback that evaluators provide to teachers who have been identified as needing improvement. Across the country, new educator evaluation policies require more rigorous evaluations of teachers.

Cover of Journal

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Length: 

4 pp

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Scaling Up Evidence-Based Practices: Strategies from Investing in Innovation (i3)

Sun, 01/01/2017

Author(s): 

Tom DeWire, Clarissa McKithen, Rebecca Carey

This brief provides strategies and best practices for successfully scaling up evidence-based programs based on shared reflections from nine U.S. Department of Education Investing in Innovation (i3) grant recipients. The four strategies described--using multiple methods to establish buy-in, building a regional and national infrastructure, adapting practice based on evidence, and planning for sustainability from the day the program is launched--are useful for any organization that is interested in expanding the reach of an effective education intervention.

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13 pp

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Examining the Social Science

This article spotlights findings from EDC's study of the role that social media can play in promoting informal scientific discussions and discovery. An EDC research team led by Daniel Light and including Michelle Cerrone and Noah Goodman conducted the study over the past two years, and Light and Goodman are quoted: “Social media is a low-cost way for research institutions to engage the public in scientific exploration, especially in a time when science news largely goes uncovered by the press,” says Light. “Twitter is a way for people to keep alive the passion for science and learning that they felt as kids. Museums can really foster that.” “Twitter is a place where scientists, science enthusiasts, and others with little connection to the science world can all converse about things that matter to them,” says Goodman. “It can feel very personal.”

Source: 

EDC Newsroom

Publication Date: 

Thu, 02/02/2017

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New Directions for Educational Media

Wed, 02/01/2017

Author(s): 

Shelley Pasnik, Carlin Llorente, Naomi Hupert, Savitha Moorthy

This 2-page brief presents 8 new directions drawn from the authors' report Reflections on the Ready To Learn Initiative, 2010 to 2015 that educational media producers can take to better foster all children's school readiness and success. Since 2006, EDC and SRI have worked together on a series of efficacy studies and evaluations of Ready To Learn resources.

Ready To Learn Brief

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Length: 

2 pp.

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