SRI conducted a comprehensive study of alternative teacher certification programs to determine the characteristics of those that were effective.
SRI uses innovative methods to “bridge the gap” between professional development and classroom practice—and make a measurable difference on student learning.
SRI is developing classroom assessments to help teachers diagnose student learning in chemistry.
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.
The National Writing Project’s College, Career, and Community Writers Program (C3WP) supports the teaching of argument writing through the integration of professional development, instructional resources, and formative assessment. In a previous study, SRI found that C3WP positively impacted...
SRI and partners are researching partnership models, approaches to instruction, tools, and a framework to inform future research into the mechanisms that lead to a learning college culture.
Improving classroom assessment is potentially one of the most powerful ways to improve student achievement. To realize such gains, however, teachers must use classroom assessments formatively, that is, to adjust and improve instruction.
SRI is analyzing multiple aspects of the Individuals with Disabilities Education Act (IDEA).
In partnership with the National Writing Project, SRI is investigating the development of good evidence-based science writing in the middle school classroom.
SRI is validating a web-based diagnostic physics classroom assessment tool.
The ability to write well-reasoned, well-supported arguments is a key skill for success in college, career, and civic society. Yet most students in U.S. secondary schools lack proficiency in argument writing. The National Writing Project developed the College-Ready Writers Program (CRWP) to support...
SRI is evaluating efforts to increase the capacity of teachers from diverse backgrounds to teach to Next Generation Science and Common Core standards in rural California middle and high schools.
SRI is conducting a three-year evaluation of the Education Connections online professional development program for middle and high school teachers of English learner students in two districts. The evaluation includes an impact study on student outcomes using a cluster randomized controlled trial.
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 has conducted surveys, case studies of programs in each of the nine projects, and quasi-experimental analyses of the effects of the CSMP on student achievement. SRI has also provided technical support for sites’ local inquiry projects.
SRI is conducting a randomized trial in 44 U.S. rural school districts on how professional development is aligned with college-/career-ready standards, its effects on writing instruction for 7th- through 10th-grade teachers, and in turn, on student writing performance.
SRI examined the initiative's impact on improving academic outcomes for more than 10,000 high-need children.
SRI is evaluating the impact and effectiveness of a federally funded effort to meet growing demand for professionals and information technology workers in the United States.
The Library of Congress asked SRI International to conduct an evaluation of its Teaching with Primary Sources program, using a series of surveys and project case studies.
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.
This is a study of a multiyear effort to ensure that the California State University teacher preparation programs are producing the teachers California K–12 school districts will need as they complete their transition to new standards.
SRIʼs four-year evaluation has a randomized controlled trial design to assess the implementation and impact of NTCʼs intensive new teacher mentoring and support in five geographically diverse districts.
SRI’s four-year evaluation of the New Teacher Center’s (NTC’s) i3 validation grant combines cluster randomized controlled trials at two study sites and a difference-in-differences approach at the third site to assess the implementation and impact of NTC’s intensive new teacher mentoring and support.
Even after mastering conversational English, English learners often struggle with academic English, negatively impacting their educational outcomes. SRI is conducting a 4-year randomized controlled trial (RCT) to estimate the effectiveness of the Pathway to Academic Success Project, a promising...
SRI provided formative evaluation services for this Gates Foundation effort to improve faculty instructional practice and thereby increase college graduation rates.
SRI is conducting a randomized controlled trial to examine changes in teacher practice and student writing across a national sample of elementary schools.
SRI is researching the inferential validity, reliability, and effectiveness of formative assessments embedded within games.
SRI has found that when teachers collaboratively analyze learning activities and student work, they can advance 21st century teaching and learning.
An SRI team studied how young children with and without learning disabilities think about and learn important concepts in mathematics
Since 2008, SRI has been studying the implementation of the Teacher Incentive Fund, which seeks to reform educator compensation to reward effectiveness, steer effective educators to high-need schools and content areas, and support ongoing school and educator improvement.
The study design included a multimethod approach to documenting how the partnerships were developed and implemented in participating schools and sites.
SRI is supporting the Charles and Lynn Schusterman Family Foundation in maximizing the impact of its educational portfolio.
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 is identifying programs that support science, technology, engineering, and mathematics (STEM) master teacher leaders and bringing together various groups and projects to advance the STEM field.
SRI is integrating best practices in technology-supported instructional design and formative assessment to study students’ conceptual understanding of genetics.
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.
SRI is analyzing the impact of the Center's efforts to recruit, support, and train effective teachers in Texas.
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.
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.