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.

 

 

Graduate School of Education

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Now showing 1 - 10 of 27
  • Publication
    District-led School Turnaround: Aiming for Ambitious and Equitable Instruction in Shelby County’s iZone
    (2020-07-01) Glazer, Joshua L; Massell, Diane; Winchell Lenhoff, Sarah; Larbi-Cherif, Adrian; Egan, Cori; Taylor, James E; Ison, Ashley; Deleveaux, Joelle; Millington, Zachary
    The Shelby County iZone is a district-led effort to dramatically improve, or “turn around,” 23 of the lowest performing schools in Tennessee in the 15th largest district in the country. Despite circumstances that have derailed many past reforms, iZone schools have made statistically significant and educationally meaningful gains in mathematics and English language arts (ELA) (Zimmer, Henry, Kho, & Viano, 2015). This report presents the findings of a multi-year research project that examined the evolution of the iZone as it shifted its strategy from school-level autonomy to one that featured a common curriculum, shared pedagogy, and collegial learning. The analysis delves into the challenges that iZone leaders, principals, and teachers confronted in coping with the needs of a student population mired in intergeneration poverty, rigorous performance standards, and a stringent accountability system. The results illuminate the importance of multi-level system re-design, continuous improvement, and compromise and negotiation among key stakeholder groups.
  • Publication
    Accountability during school closures: moving from external to internal
    (2020-11-10) Francois, Chantal; Weiner, Jennie
    This inquiry found that the lack of external accountability pressures neither appeared to negatively impact teachers’ efforts, commitment to relevancy and rigor in their classrooms, or their responsiveness to families. This is one of a series of briefs that focused on a ‘critical incident’ surrounding school closure and offers pragmatic suggestions to educational leaders as they continue to grapple with the disruptions of the pandemic.
  • Publication
    Federal Investment in Early Childhood Data Systems
    (2021-09-01) Morrison, Howard; Coffey, Missy; Peyton, Samantha
    Within the last year, there has been an unprecedented amount of federal investment to support states during the pandemic. These funds allowed states to invest in their early childhood data systems, collecting new data and creating new tools to support the needs of families, policymakers, and critical personnel during the COVID-19 pandemic. This brief provides a comprehensive overview of funding (past, present, and potential) available to states for early childhood data systems, including the new federal funding which includes or has allowances for early childhood data systems, pending legislation, previous federal investment, and existing federal funding with allowances for data systems support. Although there has been a significant amount of new federal funding that allows for the improvement of data collections, data enhancements, and data integration, there is still a need to support the state’s capacity to implement and maintain these improvements over time. This provides an opportunity for foundations, philanthropic organizations, or additional state and/or federal funds to supplement the data systems efforts.
  • Publication
    Lessons Learned about ECIDS Teams: Infrastructure and Composition
    (2020-07-31) Nguyen, Jenna; Coffey, Missy
    As a state embarks on the process of planning for an Early Childhood Integrated Data System (ECIDS), it is important to understand the composition and infrastructure of a typical ECIDS project team to ensure successful implementation of the data system. The purpose of this brief is to outline leadership, implementation, and planning roles and responsibilities of an ECIDS project team and share lessons learned from states that have been effective at operationalizing their ECIDS.
  • Publication
    Early Childhood Integrated Data Analytic Self-Assessment Rubric
    (2021-10-01) Coffey, Missy; Sirinides, Philip; Morrison, Howard
  • Publication
    Building Capacity to Implement an ECIDS: Leadership Staffing
    (2023-05-15) Coffey, Missy; Sirinides, Philip M; Dabbs, Ellory R; Havrilla, Aliana M
    Over the last decade, significant investments of federal, state, and philanthropic funds have helped some states develop Early Childhood Integrated Data Systems (ECIDS). State leaders continue to ask questions about the capacity needed to implement an ECIDS and sustain it over the long term. To address these concerns, ECDataWorks conducted a national study of state capacity to implement an ECIDS. This series of briefs is designed for state leaders to make informed resource decisions necessary to build the capacity to implement and sustain an ECIDS. Staffing ECIDS leadership roles (ECIDS Lead, IT Lead, and Research or Analytics Lead) are critical to successful implementation of an ECIDS, yet states struggle to secure people in these positions with relevant expertise. A second challenge states face is retaining leaders long enough to see through the ECIDS implementation. Data from this study provide relevant information for state leaders about the staffing model considerations to account for when securing resources to implement an ECIDS, that avoids staffing and funding scenarios that may lead to staff turnover or an incomplete ECIDS.
  • Publication
    Examining sustainment of an evidence-based kindergarten literacy curriculum
    (2023-05-01) Fink, Ryan; Suwak, Katarina; Lawson, Gwendolyn; Spilliane, Maurice
  • Publication
    Leading Improvement in Challenging Times Guide
    (2020-09-21) Supovitz, Jonathan A; D'Auria, John
    An introduction to tools & skills for educational leaders to adapt in times of crisis.
  • Publication
    Building Capacity to Implement an ECIDS: Leveraging State Resources
    (2023-05-15) Coffey, Missy; Sirinides, Philip M; Dabbs, Ellory R; Havrilla, Aliana M
    Over the last decade, significant investment of federal, state, and philanthropic funds has helped some states develop an early childhood integrated data system (ECIDS). State leaders continue to ask questions about the capacity needed to implement an ECIDS, as well as to sustain these systems over the long term. In response, ECDataWorks conducted a national study of state capacity to implement an ECIDS. This series of briefs is designed for state leaders to inform resource decisions necessary to build the capacity to implement and sustain an ECIDS. Leveraging state resources to support an effort such as an ECIDS is not a new idea, but knowing which resources and where to leverage them when there are multiple agencies involved is important. Each state has a different structure and context for implementing an ECIDS, which makes state resources critical to ensuring that the time spent planning and launching leads to a system that can be used to support early childhood systems long-term. Fortunately, states have shared which state resources were necessary to implement and sustain the ECIDS.
  • Publication
    Interview with GAB-on! Relationships Drive Learning
    (2022-01-01) Hall, Sylvia