This report is the first in a series from an implementation study being conducted by SRI International (SRI).
This report describes the methodology of Apple and ConnectED Research, a six-year study of the Apple and ConnectED Initiative that uses a variety of qualitative and quantitative methods to tell a comprehensive story of implementation and outcomes.
This study uses a meta-analytic approach to investigate the relationship between attending an inclusive STEM high school and a set of high school outcomes known to predict college entry and declaration of a STEM college major.
This report asks the questions, what does a promising start look like and what types of support can enable conditions for success?
With funding from a U.S. Department of Education Investing in Innovation (i3) scale-up grant, NTC tested strategies for scaling its validated induction model to 301 schools in five school districts serving high proportions of students of color and students from low-income households.
Elementary English learner classroom composition and academic achievement: The role of classroom-level segregation, number of english proficiency levels, and opportunity to learn
Using mixed methods, we investigated the association of the extent of English learner classroom-level segregation and number of EL English proficiency levels with elementary EL academic achievement.
This study addressed the question of whether these high schools improve the odds that their graduates will pursue a STEM major in college.
A Longitudinal Study of the Impact of Attending an Inclusive STEM high school: The case for using two comparison groups
Inclusive STEM high schools (ISHSs) combine rich STEM course offerings and experiences with an explicit mission to serve students from under-represented groups accepted on the basis of interest rather than competitive examination.
A comprehensive model of teacher induction: Implementation and impact on teachers and students evaluation of the New Teacher Center’s i3 validation grant, final report
SRI Education’s evaluation of the New Teacher Center’s Investing in Innovation (i3) Validation grant examined the impact of the NTC induction model on teacher practice and student achievement.