SRI Education conducts high-quality research, supporting use of data and evidence and developing tools that improve teaching and accelerate and deepen learning. We integrate our expertise in content, populations and research methods to produce equity-focused and research-based insights.
We work with you to develop and scale evidence-based practices by focusing on what works, for whom, how and why. Our experienced teams combine strong project management skills with deep technical expertise.
Research and evaluation
We discover and test the impact of policies, programs and interventions through early-stage implementation research, survey research, policy analysis, extant data analysis, and large-scale experimental and quasi-experimental studies.
We use data from online educational technologies to understand how students learn, translate findings into actionable feedback, and automate data collection and analysis.
We design and validate assessments using gold-standard methods including evidence-centered design , Universal Design for Learning , and SRI technologies – artificial intelligence , speech recognition, video-based analytics and multi-sensing behavior analytics.
We support sustainable improvement of national, state and local education efforts through data-driven decision making, evidence-based practices, professional development events and tailored coaching.
We apply rigorous research and development services and deep content knowledge throughout the product development lifecycle, including ideation workshops, early prototype design and user and classroom testing.
“The smartest people investment for future payback is a child’s education. Yet data continue to show opportunity gaps for underserved populations, those in poverty, and students of color. SRI Education works to strengthen the impact and broaden the reach of effective teaching and learning interventions, policies, and programs that will ensure an equitable education for all students.”
SRI recently released a follow-up report, Creativity Challenge: The State of Arts Education in California, to measure progress made in schools since its former 2007 report
SRI Education’s newsletter has research, supporting use of data and evidence, and so much more.
“What I enjoy most about working at SRI is the collaborative environment. Everyone on your teams serve as thought partners and teammates to not only produce excellent work towards improving outcomes for all students but also to support your own professional growth.”
Technical Assistance Provider and Education Researcher
Rigorous research, formative evaluations and deep content knowledge help you create solutions to high-priority educational issues.
“I feel like it’s our obligation as caring adults to make sure that kids are spending time on enriching activities that will prepare them to be successful and happy, and that’s at the heart of everything we’re doing at SRI Education.”
Education Researcher, SRI Education
Programs serving children with disabilities—IDEA as a key component of a state early childhood system
Children’s early years are critical for their learning and development. Young children with developmental delays or disabilities need specialized services and supports to optimize their development and prepare for later learning. Families of young children with disabilities also need support from a broad array of services. These services are most effective when coordinated with other services and programs in the community. All programs serving young children and their families need to understand IDEA and what it means for families and children with disabilities to access and benefit from all early childhood programs available in their community.
Telepractice for Part C early intervention services: Considerations for effective implementation and Medicaid reimbursement
The purpose of this report is to provide information about the use of telepractice as a delivery method for EI services and the process for Medicaid reimbursement. States can use the state examples, resources, and information in the four Appendices to develop their own state-specific policies, procedures, and written guidance for using Medicaid dollars to reimburse for telepractice.
This research study provides confirmatory evidence that six YouthTruth student experience scales are associated with key school-level student academic and behavioral outcomes, including math and reading proficiency rates, chronic absences rates, and suspensions.
College-Based Transition Services’ Impact on Self-Determination for Youth With Intellectual and Developmental Disabilities
Most youth in transition services with labels of intellectual and developmental disabilities (IDD) have poorer employment outcomes than their peers with other or without disabilities. One alternative approach to address this challenge provides youth with IDD access to transition services in the context of a college or university campus.
This study examines arts education access for students served by California’s district community day schools, county community schools, and juvenile court schools; which we collectively refer to as court and community schools (CCS).
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.