New York Times Magazine Article Features CPRE Senior Researcher
The cover story of the March 2, 2010 issue of the New York Times Magazine features work that CPRE Senior Researcher and University of Michigan School of Education Dean Deborah Ball and her colleagues have been doing to improve teaching through research and development efforts.
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Progress and Gaps in College Preparation Policy
Stagnant college completion rates, high postsecondary remediation rates—and the high costs associated with postsecondary remediation—make clear that better alignment is needed between K-12 and postsecondary education. A new Education Commission of the States (ECS) Perspective Paper by CPRE Senior Researcher (Stanford University) Michael Kirst sets forth four policy levers necessary for true reform to take place, and evaluates state progress to date in each of the four areas.
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Study Finds Interim Assessments Helpful But Not Sufficient to Inform Instructional Change
CPRE's latest policy brief, Can Interim Assessments be Used for Instructional Change?, written by Margaret E. Goertz, Leslie Nabors Oláh, and Matthew Riggan, presents findings from CPRE’s three-year research study examining the use of interim assessments and the policy supports that promote use to improve instruction, focusing on elementary school mathematics. This policy brief is based on the extensive research report, From Testing to Teaching: The Use of Interim Assessments in Classroom Instruction, written by the same authors.
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Using State Tests in Education Experiments: A Discussion of the Issues
This NCEE Reference Report (NCEE 2009-013) by Henry May, Irma Perez-Johnson, Joshua Haimson, Samina Sattar, and Phil Gleason is intended to help researchers evaluate and make decisions about whether and how to use data from state-administered proficiency assessments in randomized education studies.
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SII Report Reviewed in Education Week
In an article entitled, "Major Study Gives Edge to Scripted Reform Models," Education Week Associate Editor Debra Viadero reviews The Study of Instructional Improvement's key findings report:
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