School Climate and Safety
Penn GSE, The Leadership Academy, and prominent researchers receive $3 million federal grant to research effective culturally responsive school practices
The grant will support the development of a research-based took-kit and resources to push practitioners towards meaningful culturally responsive school practices.
Leading Improvement in Challenging Times Guide
An introduction to tools & skills for educational leaders to adapt in times of crisis.
Watch Training Video
Listen to Educational Leadership in Challenging Times Podcast
An examination of challenges educators and families faced in the Aftermath of COVID-19
As schools begin to fully or phase into re-opening, they should ensure that the 3 “I”s that have emerged during Covid-19 in education; infrastructure, interaction, and instruction (both in-person and online) are adequately addressed.
This is one of a series of briefs that focused on a ‘critical incident’ surrounding school closure and offers pragmatic suggestions to educational leaders as they continue to grapple with the disruptions of the pandemic.
Abigail Gray: Piloting Promising Practices in the School District of Philadelphia (SDP)
Congratulations to Abigail Gray, Ph.D., on Stoneleigh Fellowship
Abigail Gray
Abigail Gray is a senior research investigator at the Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania and a Stoneleigh Fellow. She is principal investigator of several large, mixed-methods research projects being conducted in partnership with the School District of Philadelphia (SDP).
Ryan Fink
Ryan Fink has been a researcher at the Consortium for Policy Research in Education (CPRE) since February 2011. At CPRE he has conducted research on evidence use in state education agencies, policy design and implementation of the Common Core, and early childhood education. He is a former classroom teacher, having taught fourth grade in both Longmont, Colorado, and Evanston, Illinois. Fink earned his Ed.D.
Philip M. Sirinides
Philip M. Sirinides is a statistician and researcher with expertise in the application of quantitative research methods and the development and use of integrated data systems for public sector planning and evaluation. His interests include early childhood programing, educational leadership, accountability policy, and organizational learning. Currently, Dr.
