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New Study Showcases Impacts of Mathematics Initiative

    Navigating COVID -19 Education Resources

    How our profession is responding to new challenges.

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    Celebrating 35 Years

    At CPRE, pushing the boundaries of knowledge to inform, shape, and lead the education community forward is our passion.

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    Educational Policy & Research Podcast

    Telling the story of education research and policy. Weekly interviews & discussions in education.

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    Managing Networks for School Improvement

    Seven Lessons from the Field

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    How Teachers Interpret & Respond to Student Work

    Study finds variations in the way teachers make sense of their student work for formative assement.

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    Press Release

    Penn GSE Team Launches National Early Childhood Community-Building Blog and Podcast Series, ECDataWorks Community

    ECDataWorks Community is a new multimedia initiative, from ECDataWorks at Penn GSE, featuring some of the nation’s leading voices in the early childhood data community.

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    Announcement

    New Study: Understanding TN district-led turnaround effort in iZone

    For the past three years a team of researchers, led by Joshua Glazer (George Washington University Graduate School of Education and Human Development), examined 

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    Featured Publications

    Research Report

    District-led School Turnaround: Aiming for Ambitious and Equitable Instruction in Shelby County’s iZone

    The Shelby County iZone is a district-led effort to dramatically improve, or “turn around,” 23 of the lowest performing schools in Tennessee in the 15th largest district in the country. Despite...
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    Policy Brief

    Zoology One Efficacy Evaluation Summary of Findings (April 2020)
    Helping young children become proficient readers is a critical goal. Research tells us that students who experience difficulty reading in the early years of school often struggle to catch up (Stanley...
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    Working Paper

    Pathways for Analyzing and Responding to Student Work for Formative Assessment
    This study explored how teachers interpreted and responded to their own student work during the process of formative assessment. The study involved a purposefully selected sample of 32 teachers in...
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    Consortium for Policy Research in Education

    University of Pennsylvania Graduate School of Education
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