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

group of teachers talking together

SRI’s four-year evaluation of the New Teacher Center’s (NTC’s) i3 validation grant combines cluster randomized controlled trials at two study sites and a difference-in-differences approach at the third site to assess the implementation and impact of NTC’s intensive new teacher mentoring and support...

young girl student working at a computer

SRI is conducting a study of Khan Academy to understand how math teachers are using the online resource in classrooms to improve instruction and student learning.

teacher and student working together

SRI is synthesizing findings across model demonstration projects to identify factors that lead to high-quality implementation, sustainability, and wider adoption of evidence-based practices.

Example of a digital math activity used by students

SRI is replacing traditional middle school mathematics units with a set of “peak experiences” that provide a more engaging and meaningful way to interact with the subject.

Two girls working on a laptop together

SRI is replacing traditional middle school mathematics units with a set of “peak experiences” that provide a more engaging and meaningful way to interact with the subject.

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

A new report co-authored by SRI Education's Dan Humphrey concludes that California’s mentoring program for novice teachers, once a national model, has deteriorated due to lack of funding and district commitment, and provides little help for the many new teachers.

The Gates Foundation, one of Khan’s biggest funders, commissioned an SRI study on what works and what barriers exist to effective implementation.

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

This survey instrument was developed by SRI Education as part of the Research on the Use of Khan Academy in Schools project funded by the Bill & Melinda Gates Foundation.

This survey instrument was developed by SRI Education as part of the Research on the Use of Khan Academy in Schools project funded by the Bill & Melinda Gates Foundation.

This survey instrument was developed by SRI Education as part of the Research on the Use of Khan Academy in Schools project funded by the Bill & Melinda Gates Foundation.

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.

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.

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.