To support more successful transitions of educational research to the field, SRI researchers modified its Invent-Apply-Transition framework to educational contexts based on the experiences of an Advisory Council and Expert Panel Members.
Using Data to Support Children and Families: The North Dakota Early Childhood Integrated Data System Strategic Plan
SRI developed this strategic plan for North Dakota to help guide the state’s partners in building community support and engagement for their early childhood integrated data system (ECIDS).
Advancing Local Early Childhood Systems in Virginia: Next Steps for Local, Regional, and State Stakeholders
The Virginia Early Childhood Foundation (VECF) partnered with researchers from SRI Education (SRI) to examine the progress and challenges of early childhood systems building in Virginia with a focus on communities that are part of VECF’s Smart Beginnings network.
Virginia Early Childhood Foundation Local Early Childhood Systems Building Strategy Map and Indicators
This document describes the Virginia Early Childhood Foundation’s (VECF) strategy map.
Virginia Preschool Initiative Plus (VPI+) Final Evaluation Report
The Virginia Preschool Initiative Plus was designed to provide 4-year-old children from low-income families with access to high quality prekindergarten programs.
Pathway Schools Initiative: Fundamental evaluation summary
This report summarizes the progress made by the schools that participated in the Pathway Schools Initiative through the 2017–18 school year on a fundamental set of outcome indicators: continuity in the PreK–3 enrollment pipeline, literacy instructional practices, teaching quality, effective school leadership, and student reading achievement.
Pathway Schools Initiative developmental evaluation-learning brief 4
To support its Pathway Schools Initiative, The McKnight Foundation has engaged initiative leaders in a developmental evaluation led by SRI International and Child Trends. A developmental evaluation is a collaborative effort that begins with identification of high-priority questions of practical interest and then supports continuous improvement through data gathering and provision of rapid, relevant feedback to the initiative leaders who develop action plans based on the implications of the findings.
Pathway Schools Initiative Developmental Evaluation-Learning Brief 3 (February 2017)
To support its Pathway Schools Initiative, The McKnight Foundation has engaged initiative leaders in a developmental evaluation (DE) led by SRI International and Child Trends. A collaborative effort, DE begins with identification of high-priority questions of practical interest. It supports continuous improvement through data gathering and provision of rapid, relevant feedback to the initiative leaders who develop action plans based on the implications of the findings.
Improving early literacy in PreK–3: Lessons learned (August 2016)
In 2011, The McKnight Foundation partnered on a preK–3 literacy initiative with a set of districts and schools in the Twin Cities area, all serving high-needs students. The Pathway Schools Initiative aims to dramatically increase the number of students who reach the critical milestone of grade 3 reading proficiency, an indicator predictive of later academic outcomes and high school graduation. This report presents findings from Phase I of the Pathway Schools Initiative (2011–15).