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Home » Archives for Elise Levin-Guracar
Elise Levin-Guracar

Elise Levin-Guracar

Researcher, SRI Education
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Publications

School and district reform publications August 30, 2022

Creativity Challenge: The State of Arts Education in California – Full Report

Katrina Woodworth, Candice Benge, Xavier Fields, Carolina Zamora, Elise Levin-Guracar

Our goal was to assess schools’ arts programs relative to state goals, examine the systems of support for these programs, and identify ways in which state and local policymakers might improve conditions for young people to experience arts education in schools. In 2019, the Hewlett Foundation engaged SRI to “refresh” the 2007 study.

Education & learning publications August 15, 2022

The Role of California’s County Offices of Education and Implications for Arts Education

Candice Benge, Katrina Woodworth, Mary M. Klute, Carolina Zamora, Eliese Rulifson, Elise Levin-Guracar

This study describes the COE role in arts education, examines how COE activities have shifted in response to California’s Local Control Funding Formula, and examines how these changes may affect access, participation, quality, and equity in arts education in K-12 schools.

Education & learning publications July 1, 2021 Tech Report

Designing Virtual Internships in STEM Fields: Innovations and Lessons Learned from Summer 2020

Kea Anderson, Carol E. Tate, Elise Levin-Guracar

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.

Education & learning publications December 1, 2019 Tech Report

Emerging Leaders Program: Impacts on Students, Teachers, and Leaders in Three Sites

Nicole Arshan, Katrina Laguarda, Jared Boyce, Andrea D. Beesley, Rebecca L. Goetz, Elise Levin-Guracar

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.

Digital learning publications October 17, 2019 Abstract

Designing Smartphone Microlessons to Improve the Cybersecurity Workforce

Louise Yarnall, Elise Levin-Guracar, Ron Fried

This is a poster presented at the 4th annual Secure and Trustworthy Cyberspace principal investigators’ meeting.

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