SRI is working with a consortium of states to design alternate performance tasks that advance how the learning of students with significant cognitive disabilities is assessed.
SRI is evaluating the progress of programs that aim to reverse the trend of declining enrollment in STEM programs at four Virginia colleges, and increase the diversity of STEM majors at each institution.
This afterschool and summer curriculum helps middle school girls develop information technology (IT) fluency, interest in mathematics, and knowledge of IT careers.
Improving classroom assessment is potentially one of the most powerful ways to improve student achievement. To realize such gains, however, teachers must use classroom assessments formatively, that is, to adjust and improve instruction.
SRI designed and implemented the process for updating the Department of Education plan for applying the advanced technologies used in our daily lives to the U.S. education system.
SRI is studying the quality of child outcomes data reported by states to the federal government under Part C and Part B Preschool services of the Individuals with Disabilities Education Act (IDEA).
Across the U.S., policymakers are experimenting with various strategies for improving educator quality and student achievement. SRI leads an evaluation of three closely related human capital management initiatives in Massachusetts.
SRI is examining the impact of this program that combines strong academics with real-world experience. Its goal: to help students build a strong foundation for success in college and careers—and life.
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.
SRI is evaluating the effectiveness of high schools that offer students the opportunity to simultaneously pursue a high school diploma and earn up to two years of college credits.
SRI conducted a statewide evaluation of this program that provides home visiting, parenting education, and preschool programs to improve children's school readiness and other outcomes.
SRI is evaluating the impact and effectiveness of a federally funded effort to meet growing demand for professionals and information technology workers in the United States.
The Library of Congress asked SRI International to conduct an evaluation of its Teaching with Primary Sources program, using a series of surveys and project case studies.
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.
SRI and its partner are building on a groundbreaking scientific study of how public media materials can help low-income preschoolers develop key early literacy skills.
SRI and partners are examining this public-private alliance, which strives to ensure that all of the state's high school students achieve their highest educational potential.
Learning that takes place over the Internet is one of the fastest growing trends in uses of technology in K–12 education. SRI’s research and evaluation examine the effectiveness of different models of online learning relative to each other and to traditional face-to-face courses.
SRI is conducting a comprehensive countywide evaluation of the program's impact and its progress toward meeting strategic goals for children age 0 to 5 and their families.
SRI provided formative evaluation services for this Gates Foundation effort to improve faculty instructional practice and thereby increase college graduation rates.
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.
For the U.S. Department of Education, SRI conducted a national longitudinal study of infants, toddlers, and their families receiving early intervention services.
The study design included a multimethod approach to documenting how the partnerships were developed and implemented in participating schools and sites.
Conventional tests often fail to measure what is most important in student learning. Since 2001, SRI has been measuring important knowledge, skills, and abilities in science.
A collaborative study of California state policies that frame the first two years of a teacher’s career to better understand how these policies actually work.
To advance understanding of how to improve students’ learning of algebra and key science, technology, engineering, and mathematics topics, SRI conducted rigorous large-scale research in schools in Texas and Florida.
Concerned that too few California public school children have access to high-quality learning opportunities in science, the Center for the Future of Teaching and Learning at WestEd brought together researchers to investigate science education in California.
SRI is evaluating the impact of teachers' participation in a U.S. Department of Education-sponsored program to achieve high standards for pre-K to grade 3 students in mathematics.
A series of SRI reports for policymakers about California’s teacher workforce has been credited with increasing investments in teacher development and improving workforce quality.
