This capacity building project will contribute to foundational knowledge about what is already known, and what needs to be studied, about K-12 online STEM education for students with learning disabilities and those with autism spectrum disorder.
SRI worked with two state consortia to design items for alternate assessments. This work advanced how the learning of students with significant cognitive disabilities is assessed.
SRI's DaSy Center provides national leadership around developing or enhancing coordinated early childhood longitudinal data systems in states.
SRI is analyzing multiple aspects of the Individuals with Disabilities Education Act (IDEA).
SRI developed and conducted a 4‑year process and outcome evaluation of an early childhood scholarship model in Saint Paul, Minnesota.
The ECO Center assisted state agencies in building measurement systems for programs serving infants, toddlers, and preschoolers with disabilities and their families. The center provided technical assistance to support states in developing high-quality child and family outcome measurement systems.
SRI is evaluating the efficacy of a program promoting school success and completion for students at high risk of school failure and dropout.
SRI studied the quality of child outcomes data reported by states to the federal government under Part C and Part B Preschool services of the Individuals with Disabilities Education Act (IDEA) with a grant from the Institute of Education Sciences at the US Department of Education.
SRI is working with two research partners and a 10-state consortium to enhance and implement a developmentally appropriate K-3 formative assessment that will fit within and inform everyday classroom instruction.
SRI and Child Trends worked together to design and implement a strong formative and summative evaluation of two projects within Minnesota’s RTT-ELC grant: Early Learning Scholarships and Title I-PreK Incentives.
SRI analyzed the effectiveness of an initiative to promote children's school readiness and long-term academic success.
SRI Education examined initiatives intended to prevent mental health problems and reduce adverse outcomes for people with mental illness.
SRI examined the initiative's impact on improving academic outcomes for more than 10,000 high-need children.
SRI conducted a statewide evaluation of this program that provides home visiting, parenting education, and preschool programs to improve children's school readiness and other outcomes.
SRI is evaluating the McKnight Foundation’s effort to improve the literacy achievement of pre–K through third grade students in the Twin Cities through pathways that integrate and enhance prekindergarten through third grade literacy education.
SRI is evaluating this government-funded program that aims to improve school readiness, achievement, and parent engagement with schools.
SRI and its partner are building on a groundbreaking scientific study of how public media materials can help low-income preschoolers develop key early literacy skills.
SRI examined the effectiveness of academic, social/behavioral, and vocational interventions for students with autism.
SRI is conducting a comprehensive countywide evaluation of the program's impact and its progress toward meeting strategic goals for children age 0 to 5 and their families.
SRI is evaluating the effectiveness of a program for struggling adolescent readers.
SRI is evaluating strategies to improve the academic achievement of children with disabilities as they tackle early reading challenges.
SRI Education is evaluating the use of social impact bonds in early childhood.
An SRI team studied how young children with and without learning disabilities think about and learn important concepts in mathematics
SRI synthesized findings across model demonstration projects to identify factors that lead to high-quality implementation, sustainability, and wider adoption of evidence-based practices.
SRI and partners will address the performance of economically disadvantaged students, American Indian students, English learners, and those receiving special education services.
Through the Center, SRI conducted randomized trials of interventions for students with severe behavior problems in first through third grades.
For the U.S. Department of Education, SRI conducted a national longitudinal study of infants, toddlers, and their families receiving early intervention services.
SRI and partners examined the effectiveness of this program designed to help at-risk children get off to the best possible start in school.
SRI documented the experiences of a national sample of students as they moved from secondary school into adult roles.
SRI documented the processes, accomplishments, challenges, and solutions of four states implementing KEAs and to share results with federal and state policymakers.
SRI analyzed this program that offers resources for high school students to prepare for and succeed in college.
REL Appalachia works in partnership with school districts, state departments of education, and other education stakeholders in Kentucky, Tennessee, Virginia, and West Virginia to develop high-quality research and to use and disseminate research findings to improve student outcomes.
SRI Education will provide much-needed information on what it takes to support home visiting programs and staff so they can provide the most effective services possible to children and families.
SRI conducted research to answer important questions about children in Head Start programs with the highest risk for poor health, developmental, and school readiness outcomes.
SRI documented the school experiences of a national sample of students as they moved from elementary to middle school and from middle to high school.
SRI is evaluating the effectiveness of a school-based intervention program for students who have witnessed or experienced traumatic events.
Findings from an SRI study of early childhood intervention services alerted the state's legislature to a need for changes.
SRI is analyzing the impact of the Center's efforts to recruit, support, and train effective teachers in Texas.
SRI examined data on 900 young adults with autism to characterize their school and career choices after high school.
SRI evaluated the impact of teachers’ participation in a professional development intervention to improve teachers’ knowledge, attitudes, and instructional strategies in math across preschool to third grade classrooms.
For this government resource, SRI reviewed research and practice guide development relevant to students with disabilities.