Consortium for Policy Research in Education


The Consortium for Policy Research in Education (CPRE) is a community of researchers from renowned research institutions and organizations committed to advancing educational policy and practice through evidence-based research.



Search results

Now showing 1 - 10 of 15
  • Publication
    Framework | Data Story: A New Approach to Building Early Childhood Data Stories
    (2019-05-13) Sirinides, Philip; Coffey, Missy; Larson, Anitia; Whitman, Avisia
    Use of the Data Story Framework encourages states to bring together comprehensive data to build a data story and inform action steps.
  • Publication
    Call to Action Series | Expanded School Readiness: State and Local Leaders Need Integrated Data Tools to Inform Efforts to Improve School Readiness
    (2019-05-13) Project, ECDataWorks; Coffey, Missy; Sirinides, Philip; Morrison, Howard
    ECDataWorks developed the Expanded School Readiness Framework to help states explore the preparedness of schools, communities, and children. Expanded school readiness reports allow for tracking progress toward state school readiness goals and inform decisions such as: identifying needs for teachers, programs, and classrooms; identifying best practices and improve instruction in specific domains; developing strategies for collaborating across schools and community providers to prepare for incoming kindergartners; allocating funding for early childhood programs and school districts; and establishing strategies to engage parents.
  • Publication
    Improving Data, Improving Outcomes Conference (ECDataWorks)
    (2018-08-15) Coffey, Missy; Grannemann, Kate; Sirinides, Philip
  • Publication
    Early Childhood Integrated Data Analytic Self-Assessment Rubric
    (2021-10-01) Coffey, Missy; Sirinides, Philip; Morrison, Howard
  • Publication
    Evidence for Early Literacy Intervention: The Impacts of Reading Recovery
    (2017-04-01) Gray, Abigail; Goldsworthy, Heather; May, Henry; Sirinides, Philip
    Research increasingly links low literacy levels in the early grades with a range of poor outcomes; for instance, students who read below grade level at the end of third grade are about four times less likely than their higher-achieving peers to graduate from high school (Annie E. Casey Foundation, 2010, 2011; Balfanz, Bridgeland, Bruce & Fox, 2012). In a four-year study, researchers from the Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania and the Center for Research on Education and Social Policy (CRESP) at the University of Delaware examined the effectiveness of Reading Recovery—a widely used 1st grade literacy program—at helping struggling early readers catch up. The study’s findings offer promise for intensive early literacy intervention.
  • Publication
    Framework | Expanded School Readiness: A New Approach to Using School Readiness Data
    (2019-05-13) Coffey, Missy; Sirinides, Philip; Morrison, Howard
    Use of the Expanded School Readiness Framework encourages states to bring together comprehensive data on the preparedness of schools, communities, and children. This expanded focus yields critical information to those serving young children and families so that they may better collaborate and identify issues and solutions (e.g., program strategies, professional development).
  • Publication
    Developing Measures of Teacher and Student Understanding in Relation to Learning Trajectories
    (2017-05-01) Ebby, Caroline; Sirinides, Philip; Supovitz, Jonathan
    This paper describes the impact of the OGAP intervention on teachers’ ability to use formative assessment data for instructional decision making. We measured this construct both before and after one and two years of the intervention with an instrument developed to measure teacher knowledge of student thinking in the activity of looking at and responding to student work. We begin with an overview of the design and development of the TASK instrument, and then present quantitative and qualitative findings on the impact on teacher responses.
  • Publication
    The i3 Validation of SunBay Digital Mathematics
    (2018-03-31) Sirinides, Philip; Gray, Abigail M
    Decades of research have emphasized the need for engaging, accessible ways to help students learn fundamental mathematical concepts. Research also shows that teacher beliefs about teaching and learning have an outsized influence on the quality and effectiveness of curricular interventions. This article reports results of an independent evaluation of the i3 implementation of SunBay Digital Mathematics, a middle-school math intervention, and examines the program’s impacts on both student progress and teachers’ beliefs about math instruction. Prior studies have demonstrated the efficacy of SunBay Math for students of varied levels of prior achievement. This independent evaluation included a randomized controlled trial in 60 Florida middle schools during the 2015-16 school year and a mixed-methods implementation study. No impact on student achievement was observed overall; however, the evaluation did reveal positive impacts on teachers’ classroom practices and beliefs about the use of technology in math instruction. Inadequate implementation of instructional units and lack of impact on teachers for targeted beliefs about math instruction likely contributed to lack of overall program effects.
  • Publication
    Enactment of Lessons from a Technology-Based Curriculum: The Role of Instructional Practices in Students’ Opportunity to Learn
    (2018-03-31) Ebby, Caroline Brayer; Sirinides, Philip; Fink, Ryan
    Digital tools and technology-based activities offer new and promising opportunities for students to actively explore mathematical concepts and ideas in ways supported by current reforms and visions of mathematics instruction. This report provides an in-depth look at the implementation of SunBay Digital Mathematics (SunBay Math) during the second year of an i3 validation project, in two large Florida districts. SunBay Math is a set of middle-school curriculum replacement units centered on the use of technology-based, dynamically linked representations to learn core mathematical concepts. We focus specifically on patterns and relationships between instructional practices and instructional quality in 26 videotaped lesson enactments that were purposefully collected to represent variation in implementation.
  • Publication
    ECDataWorks Programmatic Use Case for the Development of an Analytic Tool
    (2022-01-01) Morrison, Howard; Coffey, Missy; Sirinides, Philip
    This brief provides an overview of programmatic use cases for state early childhood data, the benefits for state leaders and community stakeholders, and a sample template.