The Consortium for Policy Research in Education (CPRE) brings together education experts from renowned research institutions to contribute new knowledge that informs PK-20 education policy and practice. Our work is peer-reviewed and open-access. Read more about what we do.
In policy brief "Pennsylvania School Tax Burden,"Gregory Collin's examines how the new formula directs state basic education funding, how it is allocated to local school districts based on need, its ability to pay, and the local school tax effort. Pennsylvania School Tax Burden examines the claim that differences exist in local school tax burdens across Pennsylvania's 500 districts.
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, revealed that students who participated in Reading Recovery significantly outperformed students in the control group on measures of overall reading, reading comprehension, and decoding. The evaluation was a collaboration between CPRE and the Center for Research on Education and Social Policy (CRESP) at the University of Delaware.
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 (child outcomes, quality components, and systems approach to rating quality and guiding improvements) and presents a detailed review of the data and findings for each of the three aspects.