SRI examined the initiative's impact on improving academic outcomes for more than 10,000 high-need children.
SRI has found that when teachers collaboratively analyze learning activities and student work, they can advance 21st century teaching and learning.
For the U.S. Department of Education, SRI conducted a national longitudinal study of infants, toddlers, and their families receiving early intervention services.
SRI documented the experiences of a national sample of students as they moved from secondary school into adult roles.
Intended for practitioners and policymakers, this series of issue briefs is addressing the gap in knowledge about the prevalence and characteristics of high school improvement strategies designed to help at-risk students graduate.
To advance understanding of how to improve students’ learning of algebra and key science, technology, engineering, and mathematics topics, SRI conducted rigorous large-scale research in schools in Texas and Florida.
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.
Concerned that too few California public school children have access to high-quality learning opportunities in science, the Center for the Future of Teaching and Learning at WestEd brought together researchers to investigate science education in California.
SRI's descriptive study of the Rural Education Achievement Program (REAP), involving approximately 6,000 grantees across the country, will help inform discussions about program reauthorization.
A series of SRI reports for policymakers about California’s teacher workforce has been credited with increasing investments in teacher development and improving workforce quality.