To inform California policymakers, SRI examined student access to arts education in California schools and conducted follow-up studies examining factors influencing K-12 arts education. The research resulted in a series of reports.
SRI’s analysis suggests that the CMG program significantly increased the interdisciplinarity of geoscientists and mathematical scientists it has supported.
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.
Across the U.S., policymakers are experimenting with various strategies for improving educator quality and student achievement. SRI led an evaluation of three closely related human capital management initiatives in Massachusetts.
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 is evaluating this government-funded program that aims to improve school readiness, achievement, and parent engagement with schools.
SRI examined the effectiveness of academic, social/behavioral, and vocational interventions for students with autism.
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.
SRI and partners are modeling the complexities of STEM education to derive innovative approaches to workforce preparation.
SRI and partners examined the effectiveness of this program designed to help at-risk children get off to the best possible start in school.
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.
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.
A collaborative study of California state policies that frame the first two years of a teacher’s career to better understand how these policies actually work.
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’s in-depth and tailored approach for country analysis allowed ANZSOG to efficiently assess opportunities for international program expansion.
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.
SRI is studying the implementation and early outcomes of a new educator evaluation system in Massachusetts designed to improve educator quality and student achievement.
SRI is studying the implementation and outcomes of one Massachusetts district’s performance-based compensation system funded by the U.S. Department of Education’s Teacher Incentive Fund grant.
This project sought to answer state policymakers’ immediate questions about early implementation of California’s new school finance system, the Local Control Funding Formula.
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.
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.