CPRE Partner Universities and Websites

CPRE unites researchers from seven of the nation's leading research institutions:  the University of Pennsylvania, Teachers College-Columbia University,Harvard University, Stanford University, the University of Michigan, University of Wisconsin-Madison, and Northwestern University.

CPRE Consortium Websites:
Center on Continuous Instructional Improvement (CCII) 
Strategic Management of Human Capital Project (SMHC)
University of Michigan (Study of Instructional Improvement)
University of Wisconsin-Madison (School Finance)
University of Wisconsin-Madison (Teacher Compensation)

Major CPRE Centers and Projects: 

1. The Center on Continuous Instructional Improvement, a center engaged in research and development on tools, processes, and policies intended to promote the continuous improvement of instructional practice. CCII aspires to be a forum for sharing, discussing, and strengthening the work of leading researchers, developers, and practitioners, both in the U.S. and across the globe.

2. The Study of Instructional Improvement (SII), led by CPRE researchers at the University of Michigan, was a large scale quasi-experiment that sought to understand the impact of three widely-disseminated comprehensive school reform (CSR) programs on instruction and student achievement in high-poverty elementary schools. 

SII recently yielded the largest database on instruction in the United States. Visit the SII Website for detailed information about the study including instruments, data files, and much more.

Also, be sure to bookmark this web site: http://www.icpsr.umich.edu/. SII will be releasing its research data (collected from more than 115 elementary schools, 5,300 teachers, 800 school leaders, and 7,500 students) through the Inter-university Consortium for Political and Social Research (ICPSR). Researchers will be able to access and perform online analyses of the raw data files.  

3. The Strategic Management of Human Capital in Public Education, a center focused on improving the quality of classroom instruction and student outcomes in K-12 classrooms by radically improving the strategic management of teaching and instructional leadership talent (human capital) in large, public school districts.