Author: Haiwen Wang

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 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.

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.

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.

Employing longitudinal, multisite comparative mixed-methods, we describe patterns of reclassifying and not reclassifying eligible English learner students to fluent English proficient, and we identify factors impeding and facilitating reclassification.

This study examines the central assumption behind these schools—that they provide students from subgroups underrepresented in STEM with experiences that equip them academically and attitudinally to enter and stay in the STEM pipeline.