SRI's DaSy Center provides national leadership around developing or enhancing coordinated early childhood longitudinal data systems in states.
With the Erikson Institute, SRI is exploring the promise of Collaborative Math in promoting math learning in Head Start centers in the city of Chicago.
SRI is analyzing multiple aspects of the Individuals with Disabilities Education Act (IDEA).
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 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 examined the initiative's impact on improving academic outcomes for more than 10,000 high-need children.
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 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 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.
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 is working with EDC and WGBH to develop and evaluate a set of tablet-based activities to help preschool children learn important mathematics.
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.
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 partnered with the Santa Clara County Office of Education on its Preschool Development Grants–Preschool Pay for Success Feasibility Pilot grant to study using a Pay for Success (PFS) model to initiate and/or expand a high-quality preschool program intended to improve learning outcomes for the...
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.
Findings from an SRI study of early childhood intervention services alerted the state's legislature to a need for changes.
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.
SRI is evaluating the implementation and impact of Virginia's use of federal funding to increase access to and improve the quality of state-funded preschool in 13 school districts in high-need communities.