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Full-Text Articles in Education

Typology Of Teacher Leadership Programs, Jill Harrison Berg, Peter Horn, Jonathan A. Supovitz, Jason Margolis Jan 2019

Typology Of Teacher Leadership Programs, Jill Harrison Berg, Peter Horn, Jonathan A. Supovitz, Jason Margolis

CPRE Research Reports

Education leaders are perennially seeking new ways to build the capacity of teachers to enhance learning experiences for all students. Teacher leadership, which we define as teachers’ support of the improvement of teaching and learning beyond their own classroom, has long been a source of interest and experimentation (Wenner & Campbell, 2017; York-Barr & Duke, 2004). Teacher leadership recognizes teachers’ instructional expertise as an asset for educational improvement, capitalizes upon teachers’ relationships with their colleagues to support change, and may provide career advancement opportunities to improve job satisfaction and the professionalization of teaching. For these and other reasons, states, districts, funders and teachers themselves have become increasingly interested in the promise of teacher leadership.

In this study, we map the landscape of teacher leadership programs across the U.S. and identify commonalities and distinctions amongst the range of programs. Using a variety of search approaches to capture publicly-available information, we document 285 state, local, university, and foundation-sponsored programs that use a variety of techniques to support teachers as leaders. We then categorize the forms of support, attending to program models, objectives, sponsorship, and audience.

We identify three major forms of support provided by teacher leadership programs: (1) preparation of teachers with knowledge and skills that can help them to lead; (2) positioning of teachers in leadership roles to capitalize upon their expertise; and (3) recognition of teachers as leaders through awards and other forms of appreciation or acknowledgement. While some programs focus only on one of these approaches, most employed a combination of these forms of support. Based on this ...


Seven Trends: The Transformation Of The Teaching Force – Updated October 2018, Richard M. Ingersoll, Elizabeth Merrill, Daniel Stuckey, Gregory Collins Nov 2018

Seven Trends: The Transformation Of The Teaching Force – Updated October 2018, Richard M. Ingersoll, Elizabeth Merrill, Daniel Stuckey, Gregory Collins

CPRE Research Reports

Report amended November 1, 2018.

Has the elementary and secondary teaching force changed in recent years? And, if so, how? Have the types and kinds of individuals going into teaching changed? Have the demographic characteristics of those working in classrooms altered? This report summarizes the results of an exploratory research project that investigated what trends and changes have, or have not, occurred in the teaching force over the past three decades.

Our main data source was the Schools and Staffing Survey (SASS) and its supplement, the Teacher Follow-Up Survey (TFS) – collectively the largest and most comprehensive source of data on ...


Experimental Impacts Of The Ongoing Assessment Project On Teachers And Students, Jonathan A. Supovitz, Caroline B. Ebby, Janine Remillard, Robert A. Nathenson Oct 2018

Experimental Impacts Of The Ongoing Assessment Project On Teachers And Students, Jonathan A. Supovitz, Caroline B. Ebby, Janine Remillard, Robert A. Nathenson

CPRE Research Reports

In this report, we describe the results of a rigorous two-year study of the impacts of a mathematics initiative called Ongoing Assessment Project (OGAP) on teacher and student learning in grades 3-5 in two Philadelphia area school districts. OGAP is a mathematics program which combines teacher formative assessment practices with knowledge of student developmental progressions to build deeper student understanding of mathematics content. OGAP includes teacher professional development, classroom resources, school-based routines for regular practice, and ongoing school-based supports. The study was conducted in 61 schools during the 2014-15 and 2015-16 school years, with OGAP randomly assigned to 31 schools ...


Enactment Of Lessons From A Technology-Based Curriculum: The Role Of Instructional Practices In Students’ Opportunity To Learn, Caroline Brayer Ebby, Philip Sirinides, Ryan Fink Mar 2018

Enactment Of Lessons From A Technology-Based Curriculum: The Role Of Instructional Practices In Students’ Opportunity To Learn, Caroline Brayer Ebby, Philip Sirinides, Ryan Fink

CPRE Research Reports

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 ...


The I3 Validation Of Sunbay Digital Mathematics, Philip Sirinides, Abigail M. Gray Mar 2018

The I3 Validation Of Sunbay Digital Mathematics, Philip Sirinides, Abigail M. Gray

CPRE Research Reports

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 ...


Discipline In Context: Suspension, Climate, And Pbis In The School District Of Philadelphia, Abigail M. Gray, Philip M Sirinides, Ryan Fink, Adrianne Flack, Tesla Dubois, Katrina Morrison, Kirsten Hill Oct 2017

Discipline In Context: Suspension, Climate, And Pbis In The School District Of Philadelphia, Abigail M. Gray, Philip M Sirinides, Ryan Fink, Adrianne Flack, Tesla Dubois, Katrina Morrison, Kirsten Hill

CPRE Research Reports

The report details a two-year exploratory, mixed-methods research study on the disciplinary practices and climate of schools serving K–8 students in the School District of Philadelphia (SDP). Findings reveal that SDP schools are making efforts to reduce suspensions and improve climate, but critical barriers to these efforts include resource limitations and philosophical misalignments between teachers and school leaders. The study identified three profiles among SDP schools serving K–8 students based on information about disciplinary practices and climate, and found that these profiles are predictive of suspension and academic outcomes. Students attending schools with collaborative climates and less punitive ...


Course-Taking Patterns In The 1980s, Margaret Goertz Aug 2017

Course-Taking Patterns In The 1980s, Margaret Goertz

CPRE Research Reports

Uses data on eleventh grade students from the 1983 84 National Assessment of Progress (NAEP) as a baseline for examining the effects of changing state policies on student course taking and on the relationship between course taking and student characteristics.


Diversity Amidst Standardization: State Differential Treatment Of Districts, Susan Fuhrman Aug 2017

Diversity Amidst Standardization: State Differential Treatment Of Districts, Susan Fuhrman

CPRE Research Reports

Drawing on a review of literature and telephone interviews of state agency staff in 25 states, the paper identifies traditional and emerging forms of state differential treatment of districts. The author discusses potential benefits and disadvantages of various approaches to differential treatment and suggests areas for further research.


Increasing Educational Productivity Through Improving The Science Curriculum, Senta Raizen Aug 2017

Increasing Educational Productivity Through Improving The Science Curriculum, Senta Raizen

CPRE Research Reports

Outlines features of an “Accelerated School,” a transitional elementary school designed to bring disadvantaged students up to grade level by the end of sixth grade. Several schools across the nation are piloting the model.


Standardizing School Dropout Measures, Patrica Williams Aug 2017

Standardizing School Dropout Measures, Patrica Williams

CPRE Research Reports

Proposes the establishment of a uniform definition of school dropout which would help to more accurately measure the extent of the dropout problem. The report describes elements of dropout measures and examines factors that account for variation in measures from city to city and state to state.


Changes In School Mathematics: Curricular Changes, Instructional Changes And Indicators Of Change, Thomas Romberg Aug 2017

Changes In School Mathematics: Curricular Changes, Instructional Changes And Indicators Of Change, Thomas Romberg

CPRE Research Reports

Discusses how the mathematics curriculum should be changed to reflect changes in the nation’s economic and social culture brought on by new technology. The report also outlines the National Council of Teachers of Mathematics (NCTM) proposal for new curriculum and evaluation standards


The Effects Of High School Organization On Dropping Out: An Exploratory Investigation, Anthony Bryk, Yeow Meng Thum Aug 2017

The Effects Of High School Organization On Dropping Out: An Exploratory Investigation, Anthony Bryk, Yeow Meng Thum

CPRE Research Reports

Analyzes data from the High School and Beyond (HS&B) survey to investigate the effects of school characteristics on the probability of dropping out and absenteeism.


Accelerated Schools For At-Risk Students, Henry Levin Aug 2017

Accelerated Schools For At-Risk Students, Henry Levin

CPRE Research Reports

Outlines features of an “Accelerated School,” a transitional elementary school designed to bring disadvantaged students up to grade level by the end of sixth grade. Several schools across the nation are piloting the model.


State Strategies For Building Capacity In Education: Progress And Continuing Challenges, Dianne Massell Aug 2017

State Strategies For Building Capacity In Education: Progress And Continuing Challenges, Dianne Massell

CPRE Research Reports

This report examines capacity-building strategies used in eight states (California, Colorado, Florida, Kentucky, Maryland, Michigan, Minnesota, and Texas) and analyzes their promises and continuing challenges.


A Hitchhiker's Guide To Thinking About Literacy, Learning Progressions, And Instruction, Fritz Mosher, Margaret Heritage Jul 2017

A Hitchhiker's Guide To Thinking About Literacy, Learning Progressions, And Instruction, Fritz Mosher, Margaret Heritage

CPRE Research Reports

No abstract provided.


Strategies For Strengthening The Technical Workforce: A Review Of International Evidence, Katharine M. Conn Phd, Elizabeth H. Park, Wakasa Nagakura Phd, Sherihan Khalil, Thomas Corcoran Jun 2017

Strategies For Strengthening The Technical Workforce: A Review Of International Evidence, Katharine M. Conn Phd, Elizabeth H. Park, Wakasa Nagakura Phd, Sherihan Khalil, Thomas Corcoran

CPRE Research Reports

Numerous countries suffer from a shortage of technicians and skilled workers, particularly in the STEM fields (science, technology, engineering, and mathematics), due to a mismatch between the skills and interests of the students graduating from or leaving the current education system and the needs of the labor market. Often, parents and students place a high priority on entering and completing university, and as a consequence, many students pursue academic education in secondary schools in order to gain entrance to university, only to find themselves entering the job market lacking the skills they need for employment and advancement. Further, in some ...


State Leadership Development Policies An Analysis Of 50 States And Territories, Bobbi Newman, Jonathan Supovitz, Stephen Prociw, Robert Hull, Gregory Collins Jan 2017

State Leadership Development Policies An Analysis Of 50 States And Territories, Bobbi Newman, Jonathan Supovitz, Stephen Prociw, Robert Hull, Gregory Collins

CPRE Research Reports

State education systems to support leadership development have received relatively scant attention and resources, despite the demonstrated importance of leadership to school improvement. This need spurred the National Association of State Boards of Education (NASBE) to form a study group with its members and partner with the Consortium for Policy Research in Education (CPRE) to examine the problem from a state policy perspective; to offer a framework, guidance, and resources to help states develop and keep effective leaders; provide examples of practices for states; and share insights from partner organizations. The report, Successful Leaders for Successful Schools: Building and Maintaining ...


Learning About New Demands In Schools: Considering Algebra Policy Environments (Landscape), Michael D. Steele, Janine Remillard, John Y. Baker, Lindsay M. Keazer, Beth Herbel-Eisenmann Apr 2016

Learning About New Demands In Schools: Considering Algebra Policy Environments (Landscape), Michael D. Steele, Janine Remillard, John Y. Baker, Lindsay M. Keazer, Beth Herbel-Eisenmann

CPRE Research Reports

The past three decades in mathematics education policy and research have seen a considerable focus on algebra and its place in secondary schools. Access to and success in the first high school course, most often termed Algebra I, has been framed as a civil rights issue, a harbinger of college success, and a lynchpin to global competitiveness. Policymakers have targeted access to Algebra I through universal enrollment policies at specific grade levels, while educational researchers and policy analysts have investigated the efficacy of such policies in improving student outcomes.


Reading Recovery: An Evaluation Of The Four-Year I3 Scale-Up, Henry May, Philip M Sirinides, Abigail Gray, Heather Goldsworthy Mar 2016

Reading Recovery: An Evaluation Of The Four-Year I3 Scale-Up, Henry May, Philip M Sirinides, Abigail Gray, Heather Goldsworthy

CPRE Research Reports

CPRE released its evaluation of one of the most ambitious and well-documented expansions of a U.S. instructional curriculum. The rigorous independent evaluation of the Investing in Innovation (i3) scale-up of Reading Recovery, a literacy intervention for struggling first graders, was a collaboration between CPRE and the Center for Research on Education and Social Policy (CRESP) at the University of Delaware.

The CPRE/CRESP evaluation revealed that students who participated in Reading Recovery significantly outperformed students in the control group on measures of overall reading, reading comprehension, and decoding. These effects were similarly large for English language learners and students ...


Parallel Play In The Education Sandbox: The Common Core And The Politics Of Transpartisan Coalitions, Patrick Mcguinn, Jonathan A. Supovitz Jan 2016

Parallel Play In The Education Sandbox: The Common Core And The Politics Of Transpartisan Coalitions, Patrick Mcguinn, Jonathan A. Supovitz

CPRE Research Reports

In Parallel Play in the Education Sandbox: The Common Core and the Politics of Transpartisan Coalitions,” Patrick McGuinn and Jonathan Supovitz examine the successes and limits of transpartisan opposition to Common Core. What are the lessons of the Common Core fight for education policy? Are there lessons applicable to other fragile areas of bipartisan cooperation? This report is the third in a series of New Models of Policy Change case studies published by New America.


An Inquiry Into Pennsylvania’S Keystone Stars: Research Report, Philip M Sirinides, John Fantuzzo, Whitney A Leboeuf, Katherine M Barghaus, Ryan Fink Nov 2015

An Inquiry Into Pennsylvania’S Keystone Stars: Research Report, Philip M Sirinides, John Fantuzzo, Whitney A Leboeuf, Katherine M Barghaus, Ryan Fink

CPRE Research Reports

A team from the University of Pennsylvania was funded by the William Penn Foundation to conduct an inquiry of Keystone STARS. The goal of this inquiry was to provide a broad look at Keystone STARS to inform future revisions and evaluation of the system as part of Pennsylvania’s Race to the Top Early Learning Challenge grant (2013-2018). The inquiry focused on providing an overarching look at Keystone STARS with respect to three major areas and presents a detailed review of the data and findings for each of the three aspects:

  1. Child outcomes: examining the relations between Keystone STARS and ...


Changing Classroom Practice: The Evaluation Of The School Network Learning Project In Jordan, Jaunelle Pratt-Williams, Thomas Cocoran May 2015

Changing Classroom Practice: The Evaluation Of The School Network Learning Project In Jordan, Jaunelle Pratt-Williams, Thomas Cocoran

CPRE Research Reports

In 2007, the Columbia University Middle East Research Center (CUMERC), with the support and patronage of Her Majesty Queen Rania Al Abdullah, facilitated the founding of the Queen Rania Teacher Academy (QRTA) to help advance education in Jordan and throughout the Middle East. Through CUMERC, QRTA and Teachers College, Columbia University (TC) formed a new partnership whose goal was to use high quality in-service training to improve the quality of the public schools in Jordan. The Consortium for Policy in Education at TC (CPRE) took on this work and began collaborating with QRTA to engage current educators in the adoption ...


Evaluation Of The I3 Scale-Up Of Reading Recovery | Year Two Report, 2012-13, Henry May, Heather Goldsworthy, Michael Armijo, Abigail M. Gray, Philip M Sirinides, Toscha J. Blalock, Helen Anderson-Clark, Andrew J. Schiera, Horatio Blackman, Jessica Gillespie, Cecile Sam Dec 2014

Evaluation Of The I3 Scale-Up Of Reading Recovery | Year Two Report, 2012-13, Henry May, Heather Goldsworthy, Michael Armijo, Abigail M. Gray, Philip M Sirinides, Toscha J. Blalock, Helen Anderson-Clark, Andrew J. Schiera, Horatio Blackman, Jessica Gillespie, Cecile Sam

CPRE Research Reports

Reading Recovery is a short-term early intervention designed to help the lowest-achieving readers in first grade reach average levels of classroom performance in literacy. Students identified to receive Reading Recovery meet individually with a specially trained Reading Recovery teacher every school day for 30-minute lessons over a period of 12 to 20 weeks. The purpose of these lessons is to support rapid acceleration of each child’s literacy learning. In 2010, The Ohio State University received a Scaling Up What Works grant from the U.S. Department of Education Investing in Innovation (i3) Fund to expand the use of Reading ...


Building A Lattice For School Leadership: The Top-To-Bottom Rethinking Of Leadership Development In England And What It Might Mean For American Education, Jonathan A. Supovitz Nov 2014

Building A Lattice For School Leadership: The Top-To-Bottom Rethinking Of Leadership Development In England And What It Might Mean For American Education, Jonathan A. Supovitz

CPRE Research Reports

This report examines the educational leadership development system in England over the last 15 years to identify ideas American leaders and policymakers might learn from looking cross-nationally. The report describes the rise of the National College for School Leadership in England, which spearheaded much of the early policy development and enactment and the subsequent governmental shift towards a more decentralized policy of fostering school networks. Supovitz envisions the potential assimilation of these two movements into an integrated lattice for school leadership.

The lattice for school leadership in England is the careful integration of formal and social learning opportunities for leaders ...


What Are The Effects Of Teacher Education And Preparation On Beginning Teacher Attrition?, Richard Ingersoll, Lisa Merrill, Henry May Aug 2014

What Are The Effects Of Teacher Education And Preparation On Beginning Teacher Attrition?, Richard Ingersoll, Lisa Merrill, Henry May

CPRE Research Reports

This study addresses the question: Do the kinds and amounts of pre-service education and preparation that beginning teachers receive before they start teaching have any impact on whether they leave teaching? Authors Richard Ingersoll, Lisa Merrill, and Henry May examine a wide range of measures of teachers’ subject-matter education and pedagogical preparation. They compare different fields of teaching, with a particular focus on mathematics and science, using data from the National Center for Education Statistics’ nationally representative 2003-04 Schools and Staffing Survey and its supplement, the 2004-05 Teacher Follow-up Survey. The analyses show that beginning teachers widely varied in the ...


State Education Agencies' Acquisition And Use Of Research Knowledge For School Improvement Strategies, Margaret E. Goertz, Carol Barnes, Diane Massell, Ryan Fink, Anthony Tuf Francis Sep 2013

State Education Agencies' Acquisition And Use Of Research Knowledge For School Improvement Strategies, Margaret E. Goertz, Carol Barnes, Diane Massell, Ryan Fink, Anthony Tuf Francis

CPRE Research Reports

Over the last 20 years, state education agencies (SEAs) have been given considerably more responsibilities for directing and guiding the improvement of low-performing schools. At the same time, federal policies strongly pressed SEAs to use research to design these supports. Very few studies have explored the SEA as an organization, or its role in accessing and using research. Likewise, few, if any, have studied the role of social networks in the organization and flow of information in SEAs. This exploratory study was designed to fill those gaps by examining where and how a purposive sample of three SEAs searched for ...


Apples And Oranges: Comparing The Backgrounds And Academic Trajectories Of International Baccalaureate (Ib) Students To A Matched Comparison Group, Henry May, Awilda Rodriguez, Philip M Sirinides, Laura W. Perna, April L Yee, Tafaya S. Ransom Aug 2013

Apples And Oranges: Comparing The Backgrounds And Academic Trajectories Of International Baccalaureate (Ib) Students To A Matched Comparison Group, Henry May, Awilda Rodriguez, Philip M Sirinides, Laura W. Perna, April L Yee, Tafaya S. Ransom

CPRE Research Reports

This report presents findings from a retrospective study of the academic histories of International Baccalaureate (IB) students and other students in the state of Florida. The IB Diploma Program is an internationally recognized college-preparatory curriculum designed to provide students with a rigorous and comprehensive academic experience. IB has grown dramatically in recent years and is thought by many to be among the best college-preparatory programs in existence. As such, there is tremendous interest in the potential impacts of IB, but any attempts to examine those impacts must deal with selection bias that results from the voluntary participation of schools ...


Evaluation Of The I3 Scale-Up Of Reading Recovery | Year One Report, 2011-12, Henry May, Abigail M. Gray, Jessica Gillespie, Philip M Sirinides, Cecile Sam, Heather Goldsworthy, Michael Armijo, Namrata Tognatta Aug 2013

Evaluation Of The I3 Scale-Up Of Reading Recovery | Year One Report, 2011-12, Henry May, Abigail M. Gray, Jessica Gillespie, Philip M Sirinides, Cecile Sam, Heather Goldsworthy, Michael Armijo, Namrata Tognatta

CPRE Research Reports

Reading Recovery (RR) is a short-term early intervention designed to help the lowest-achieving readers in first grade reach average levels of classroom performance in literacy. Students identified to receive Reading Recovery meet individually with a specially trained Reading Recovery (RR) teacher every school day for 30-minute lessons over a period of 12 to 20 weeks. The purpose of these lessons is to support rapid acceleration of each child’s literacy learning. In 2010, The Ohio State University received a Scaling Up What Works grant from the U.S. Department of Education’s Investing in Innovation (i3) Fund to expand the ...


The Lived Experience Of Standards Implementation In New York City Schools, 2011, Heather Goldsworthy, Jonathan A. Supovitz, Matthew Riggan Jul 2013

The Lived Experience Of Standards Implementation In New York City Schools, 2011, Heather Goldsworthy, Jonathan A. Supovitz, Matthew Riggan

CPRE Research Reports

The College and Career Readiness Standards, referred to as the Common Core Learning Standards (CCLS) in New York City, are increasingly the focus of educational reform efforts across the United States. Each year for the past several years, the New York City Department of Education (NYCDOE) has created a set of focusing expectations for schools in order to guide their engagement with the CCLS. In the 2011-12 school year, which is the focus of this report, the New York Citywide Instructional Expectations (CIEs) asked schools to engage in two central activities. First, teachers in grade levels or subject areas were ...


Task: A Measure Of Learning Trajectory-Oriented Formative Assessment, Jonathan A. Supovitz, Caroline Brayer Ebby, Philip M Sirinides Jun 2013

Task: A Measure Of Learning Trajectory-Oriented Formative Assessment, Jonathan A. Supovitz, Caroline Brayer Ebby, Philip M Sirinides

CPRE Research Reports

This interactive electronic report provides an overview of an innovative new instrument developed by CPRE researchers to authentically measure teachers’ formative assessment practices in mathematics. The Teacher Analysis of Student Knowledge, or TASK, instrument assesses mathematics teachers’ knowledge of formative assessment and learning trajectories, important components of the instructional knowledge necessary to teach to the high expectations of the Common Core State Standards (CCSS).

Researchers found that the majority of teachers of mathematics in grades K-10 in urban and urban fringe districts focused on their students' procedural skills rather than their conceptual understandings, indicating that there is significant room for ...