Introduction California has long maintained ambitious goals for arts education. The state Education Code requires schools to offer courses of study in four arts disciplines to all California K–12 students. In 2005/06, with support from the William and Flora Hewlett Foundation, SRI Education researchers conducted a study of arts education in California. Our goal was […]
Elise Levin-Guracar
SRI Author
The Role of California’s County Offices of Education and Implications for Arts Education
Introduction With support from the William and Flora Hewlett Foundation, SRI Education conducted a statewide study examining the role County Offices of Education (COEs) play in supporting arts education in California. This study follows a 2007 study of arts education in California, An Unfinished Canvas, and its recent 2020 update, Creativity Challenge. A key finding […]
Designing Virtual Internships in STEM Fields: Innovations and Lessons Learned from Summer 2020
This report offers a rich, cross-sector look at what STEM employers learned and conveys how they can improve their virtual internship programs in the future.
Emerging Leaders Program: Impacts on Students, Teachers, and Leaders in Three Sites
In 2017–18, New Leaders partnered with SRI Education to undertake a randomized control trial of the Emerging Leaders program in three sites: Arlington Independent School District and San Antonio Independent School District in Texas and Shelby County Schools in Tennessee. The Emerging Leaders program was implemented largely as designed and had a positive, statistically significant impact on participants’ data-driven instruction leadership knowledge. This large impact on leadership knowledge led to few measured impacts on the instructional practice of teachers on Emerging Leaders participants’ instructional teams. The program had positive impacts on the math achievement of some subgroups of students. Impacts on overall math achievement were mediated by (i.e., operated through) program impacts on participants’ leadership knowledge and by teachers’ participation on instructional teams. The Emerging Leaders program had no measured impact on students’ English language arts (ELA) achievement. Supplemental analyses suggest that these differences in student achievement impacts may have been driven by differences in how datadriven instruction was enacted by math- and ELA-focused instructional teams.
Designing Smartphone Microlessons to Improve the Cybersecurity Workforce
This is a poster presented at the 4th annual Secure and Trustworthy Cyberspace principal investigators’ meeting.
