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Home » Tech Report

Tech Report

Early childhood learning and development publications May 1, 2016 Tech Report

Findings for Itasca County: Evaluation of Minnesota’s Race to the Top-Early Learning Challenge Access Strategies: Scholarships and Title I PreK Incentives summary for Years 1–3

Kate Ferguson, Wei-Bing Chen

This report provides a brief summary of evaluation findings about the implementation and impacts of the Race to the Top – Early Learning Challenge (RTT-ELC) Scholarships and Title I PreK Incentives in Itasca County Transformation Zone across the three years of the evaluation (2012–2015). It also summarizes the long-term successes and lessons learned from implementing these two initiatives.

STEM and computer science education publications September 1, 2014 Tech Report

A Content Comparison Analysis of the Next Generation Science Standards and the Michigan Science Standards

SRI International

The Michigan Department of Education (MDE) and Wayne Regional Education Service Agency contracted with SRI International’s Center for Technology in Learning to conduct an external, independent content comparison review of the Michigan Science Standards (MSS) and the Next Generation Science Standards (NGSS).

Digital learning publications May 1, 2014 Tech Report

Blended Learning Report

SRI International

With funding from the Michael & Susan Dell Foundation, SRI’s Center for Technology in Learning studied the adoption of blended learning models in selected schools in California and Louisiana associated with five different charter management organizations during the 2011-12 school year. This research report presents the findings of this formative and summative research effort, including detailed research profiles summarizing the adoption experience of each of the five organizations.

Early childhood learning and development publications March 1, 2012 Tech Report

Illinois Preschool for All (PFA) Program Evaluation

SRI International

A summary of findings and implications for policy and practice of an Erikson Institute-led, SRI-supported evaluation of the Illinois Preschool for All program.

Early childhood learning and development publications March 1, 2012 Tech Report

Illinois Preschool for All (PFA) Program Quality

SRI International

This fact sheet summarizes findings from the Illinois Preschool for All (PFA) program evaluation conducted by Erikson Institute and SRI International. PFA programs are funded by the Illinois State Board of Education to provide early education opportunities for children between the ages of three and five, with priority given to children from low-income families and those who are determined to be “at risk.” The evaluation took an in-depth look at PFA programs throughout the state (excluding the city of Chicago) from 2008 through 2010 to provide a picture of PFA program quality, children’s school readiness, and the characteristics of program participants.
In fall 2009, trained staff observed PFA classrooms using two observational tools: the Early Childhood Environment Rating Scale Revised (ECERS-R) and the Classroom Assessment Scoring System (CLASS). This publication provides a report of those observations.

Digital learning publications April 1, 2011 Tech Report

Implementing Online Learning Labs in Schools and Districts

SRI International

Teaching quality publications February 1, 2011 Tech Report

Evaluation of the California Subject Matter Project: California Mathematics Project Case Study

SRI International

In 2001, the North Bay Mathematics Project (NBMP) and Bellevue Union Elementary District (Bellevue) began working to improve mathematics instruction through “lesson study.”

STEM and computer science education publications January 1, 2010 Tech Report

Innovate3: Girls Innovating With Technology As Entrepreneurial Environmental Engineers. Annual Report Year 2

SRI International

Education & learning publications January 1, 2009 Tech Report

Measuring How A College Education Lays The Foundation For “Thinking Like An Expert”

SRI International

Introduction A college education has long been viewed as a way to improve students’ capacity to think critically and argue rationally. Yet cognitive psychologists and philosophers studying the development of general reasoning have found such skills to be profoundly shaped by the depth of students’ core content knowledge of the “big ideas” in different domains […]

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