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.
PublicationRecruiting and Retaining Teachers: Keys to Improving the Philadelphia Public Schools(2001-05-01) Watson, SusanIn 1996 the Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania and its partner, Research for Action (RFA) were charged by the Children Achieving Challenge with the evaluation of Children Achieving. Between the 1995-1996 and 2000-2001 school years, CPRE and RFA researchers interviewed hundreds of teachers, principals, parents, students, District officials, and civic leaders; sat in on meetings where the plan was designed, debated, and revised; observed its implementation in classrooms and schools; conducted two system-wide surveys of teachers; and carried out independent analyses of the District’s test results and other indicators of system performance. An outline of the research methods used by CPRE and RFA is included in this report. PublicationGraduating From High School: New Standards in the States(1989-04-01) University of Pennsylvania
This brief examines attempts by states to improve public education by increasing high school course requirements in 1989. According to a report published by the Center for Policy Research in Education, these attempts have had mixed results. As a result of the reforms, low-and middle-achieving students are taking more courses in science and math, but there are serious questions about the quality of the courses themselves. This issue of CPRE Policy Briefs is based on the report which was written with assistance from Paula White and Janice Patterson.
PublicationDashboard Lights: Monitoring Implementation of District Instructional Reform Strategies(2004-12-01) Supovitz, Jonathan A; Weathers, John MIn this report, the authors describe the system implemented in Duval County Public Schools (Florida) to monitor the district’s instructional reform efforts and the influences of the system on teachers and school and district leaders. The system, called the Standards Implementation Snapshot System, was implemented by John Fryer, Superintendent of Duval Public Schools, in 2002. The snapshot system seeks to take a "snapshot" at a point in time of the depth of implementation of the district’s standards-based reform initiatives. This report is the story of the development and influence of the snapshot system. PublicationWhat Large-Scale, Survey Research Tells Us About Teacher Effects on Student Achievement: Insights From the Prospectus Study of Elementary Schools(2002-11-01) Rowan, Brian; Correnti, Richard; Miller, Robert JThis report is about conceptual and methodological issues that arise when educational researchers use data from large-scale, survey research studies to investigate teacher effects on student achievement. In the report, we illustrate these issues by reporting on a series of analyses we conducted using data from Prospects: The Congressionally Mandated Study of Educational Opportunity. This large-scale, survey research effort gathered a rich store of data on instructional processes and student achievement in a large sample of U.S. elementary schools during the early 1990s as part of the federal government's evaluation of the Title I program. We use data from Prospects to estimate the "overall" size of teacher effects on student achievement and to test some specific hypotheses about why such effects occur. On the basis of these analyses, we draw some substantive conclusions about the magnitude and sources of teacher effects on student achievement and suggest some ways that survey-based research on teaching can be improved. PublicationThe Limits and Contradictions of Systemic Reform: The Philadelphia Story(2002-11-01) Corcoran, Thomas B.; Christman, Jolley BruceIn Philadelphia, the Annenberg Challenge was known as Children Achieving and was a districtwide systemic reform initiative designed and led by a small core group of District officials and external partners. This report examines the Children Achieving Challenge and the strategies the designers employed to improve teaching and learning in the public schools. Among the conditions associated with the Annenberg Challenge were requirements that two matching dollars be raised for each one received from the Annenberg Foundation and that an independent management structure be created to provide program, fiscal, and evaluation oversight of the grant. In Philadelphia, a business organization, Greater Philadelphia First, assumed these responsibilities, and with them, the challenge of working with the School District to build and sustain civic support for the improvement of the public schools. PublicationPrograms for Young Children: State Policy Options(1987-10-01) University of Pennsylvania
Young Children Face the States: Issues and Options for Early Childhood Programs by W. Norton Grubb is summarized in this policy brief. The report discusses the many decisions state policymakers must make as they seek to respond to needs of today's parents and children. It also describes the historical conflicts that persist within the early childhood movement and the status of early childhood education policy across the country.
PublicationLearning About Assessment: An Evaluation of a Ten-State Effort to Build Assessment Capacity in High Schools(2009-02-01) Weinbaum, Elliot HIn 2006, the State of Delaware and the Council of Chief State School Officers (CCSSO) partnered with the Consortium for Policy Research in Education (CPRE) to conduct an evaluation of a ten-state initiative that sought to enhance assessment practices at the high school level. This effort aimed to help states, districts, and schools build familiarity with instruction that uses assessment as part of the learning process, a practice known as assessment for learning. This report focuses primarily on the third goal of this project, the creation and function of teacher learning teams focused on assessment for learning. PublicationAmerica's Choice Comprehensive School Reform Design: First-Year Implementation Evaluation Summary(2000-02-01) Corcoran, Thomas B.; Hoppe, Margaret; Luhm, Theresa; Supovitz, Jonathan AIn the fall of 1998, the National Center on Education and the Economy (NCEE) contracted with the Consortium for Policy Research in Education (CPRE) to conduct the evaluation of the America’s Choice School Design. This is a summary of CPRE’s first report of a three-year evaluation of the design. The evaluation of America’s Choice seeks to answer four basic questions: Are schools successfully implementing the America’s Choice program design? What environmental characteristics are facilitating or impeding implementation? How effective is America Choice’s implementation strategy? And what are the impacts of the program on teachers and students? As America’s Choice is still in the early stages of implementation, most evaluation efforts are directed toward the questions about the implementation of the program and the conditions surrounding its implementation. In subsequent years, CPRE increasingly will emphasize its evaluation of the impacts of the program on students. This report describes the first year of the implementation of America’s Choice. Following this introduction, section two provides a description of America’s Choice and the theory behind the America’s Choice school design. Section two concludes with a set of reasonable expectations for the progress of America’s Choice in its first year. Section three describes CPRE’s findings concerning the implementation of America’s Choice, including many of the specific design components. Section four analyzes the role of the school district in the implementation of America’s Choice. The report concludes with a summary of the findings of the first year’s evaluation. PublicationDefining, Developing, and Using Curriculum Indicators(2001-12-01) Porter, Andrew C; Smithson, John LWe begin with a brief review of the lessons learned in the Reform Up Close study, a Consortium for Policy Research in Education (CPRE) project funded by the National Science Foundation, then discuss the central issues involved in defining and measuring curriculum indicators, while noting how our approach has developed over the past 10 years (1992-2002). This is followed by a discussion about using curriculum indicators in school improvement, program evaluation, and informing policy decisions. PublicationKeeping College Affordable: A Proposal From Two Economists(1992-05-01) University of Pennsylvania
In order to broaden discussion about higher education finance, this policy brief outlines a proposal for a major change in federal financial aid, state tuition, and state financial aid policies. The proposal is drawn from the book Keeping College Affordable: Government and Educational Opportunity by Michael S. McPherson and Morton Owen Schapiro.