School Improvement: Curriculum and Instruction

SRI's education researchers evaluate the design, implementation, and impact of a variety of educational programs designed to improve pedagogy and content learning. These school improvement curriculum and instruction studies are conducted within specific subject areas such as mathematics, science, history, language arts, adult literacy, and arts education, or for specific curricula, such as the International Baccalaureate program.

Projects

teenage students in a classroom

SRI studied programs across several states that offer college enrollment to high school-age students, and recommended improvements.

young girl holding up a paper marked with an A-plus

SRI has conducted surveys, case studies of programs in each of the nine projects, and quasi-experimental analyses of the effects of the CSMP on student achievement. Additionally SRI has provided technical support for sites’ local inquiry projects.

two teachers talking in a hallway

Improving California high schools through leadership capacity building. SRI is evaluating an initiative that supports the development and implementation of leadership structures and practices associated with effective schools and positive student outcomes.

teacher helps young student read a book

SRI is evaluating the McKnight Foundation’s effort to improve the literacy achievement of pre–K through third grade students in the Twin Cities through pathways that integrate and enhance prekindergarten through third grade literacy education.

Press Releases

high school students working together on a science lab experiment

SRI Education has released new data from a multiyear evaluation of the California Linked Learning District Initiative demonstrating that Linked Learning students are making greater progress toward high school graduation and college eligibility than their peers in traditional high school programs.

students working at computers

SRI International, together with its research collaborators, has been awarded a $12 million Investing in Innovation (i3) grant by the U.S. Department of Education Office of Innovation and Improvement to expand and validate an innovative middle school digital mathematics program in Florida schools.

children in a computer lab

SRI will conduct a study of a new elementary school math curriculum in 52 West Virginia schools. The digital curriculum, created by Reasoning Mind, uses technology to increase student engagement and gives students and teachers instant feedback.

Classroom

California state policies designed to promote and enhance the effectiveness of beginning teachers fail to match employment realities. Most significantly, beginning teachers often do not get the support they critically need to be effective in the classroom.

School Children

Helios Education Foundation is partnering with SRI by investing $1 million to seed a Center for Digital Learning in St. Petersburg, Florida. The Center will create a portfolio of digital learning projects to enhance student achievement in STEM subjects.

AP science class

New research study will provide the first experimental evidence on the effects of high school students taking an inquiry-based AP science course and whether it impacts educational progress and success in science, technology, engineering, and mathematics (STEM) subjects.

two students working at a computer

A new report from SRI International's Center for Technology in Learning compares the use of educational technology for K-12 students in 21 countries.

SRI International launched a four-year study to evaluate the effectiveness of teacher professional development middle school student writing performance, and will be conducted in collaboration with the National Writing Project (NWP).

SRI In the News

Study Finds Obtaining Tenure for New Teachers Difficult

Listen to reporter Stephanie Martin speaking with Daniel Humphrey, director of the Center for Education Policy at SRI International about the difficulty facing new California teachers looking for tenure.

Publications

Results from this evaluation show significant gains in student outcomes: students earned more credits in the first two years of high school, are more likely to be on track with the a-g credits they need for college eligibility, and report greater confidence in their life and career skills.

New results from a hierarchical linear model show that students in certified pathways across participating districts earned more credits in the 10th grade and were more likely to be on track to complete the a-g credits needed for college eligibility than similar peers in more traditional programs.

For the Meeting Challenging Writing Standards in High-Need Schools evaluation, SRI conducted a randomized controlled trial to estimate the effects of the SEED professional development on teachers’ writing instruction and student argument writing across a national sample of elementary schools.

For the Meeting Challenging Writing Standards in High-Need Schools evaluation, SRI conducted a randomized controlled trial to estimate the effects of the SEED professional development on teachers’ writing instruction and student argument writing across a national sample of elementary schools.

This study addresses education policies that affect beginning teachers in California—induction, clear credentialing, evaluation, and tenure.