This report offers a framework for reviewing CoolThink@JC’s accomplishments to date and computational thinking education (CTE) initiatives in other jurisdictions.
This report is the first in a series from an implementation study being conducted by SRI International (SRI).
This paper, the first in a series of three, describes why current approaches to designing STEM+CS curricula are inadequate; defines diversity, equity, and inclusion in the context of curriculum design; and introduces The Equity and Inclusion Framework for Curriculum Design approach for designing and adapting STEM+CS curriculum materials to meet the needs of diverse students.
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.
New Leaders partnered with SRI Education to undertake a randomized control trial of the Emerging Leaders program in three sites.
Evaluation of education connections: Supporting teachers with standards-based instruction for English learners in mainstream classrooms
The Center for Applied Linguistics developed an online site, Education Connections, to train and support teachers in integrating English language proficiency standards with content standards.
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.