The Consortium for Policy Research in Education (CPRE) brings together education experts from renowned research institutions to contribute new knowledge that informs PK-16 education policy and practice. Our work is peer-reviewed and open-access.
This report examines the educational leadership development system in England to see what, if any, ideas American leaders and policymakers might learn from looking cross-nationally. Although there are several important differences between the way that educational leadership is designed, supported, and carried out in English schools in comparison with schools in the United States, it is worthwhile for us to consider the value of these English approaches for the American context.
In this analysis of candidate positions and the role of the Common Core across the 36 gubernatorial races of 2014, CPRE researchers Bobbi Newman, Jonathan Supovitz and Arial Smith used campaign websites, debate transcripts, State of the State addresses, Twitter accounts, and candidate interviews, to identify the positions of 62 of the 81 candidates (including 3rd party representatives). Our findings show that support for, and opposition to, the Common Core was pretty evenly split, mostly across party lines. Arguments in support of the Common Core tended to emphasize economic benefits, while opposition emphasized Federal intrusion and the importance of local control. In a few races, the Common Core became a substantial issue.
In the first study to examine communication structures, social capital, and information networks within SEAs, researchers Goertz, Barnes, and Massell in How State Education Agencies Acquire and Use Research in School Improvement Strategies applied social network perspectives and methods to identify knowledge sources utilized by SEAs. Their findings provide important insights into how SEA staff search for and incorporate research in their work and provide guidance to SEAs and policymakers on ways to apply these findings.
Do the kinds and amounts of pre-service education and preparation that beginning teachers receive before they start teaching have any impact on whether they leave teaching? Authors Richard Ingersoll, Lisa Merrill, and Henry May examine a wide range of measures of teachers’ subject-matter education and pedagogical preparation. They compare different fields of teaching, with a particular focus on mathematics and science, using data from the National Center for Education Statistics’ nationally representative 2003-04 Schools and Staffing Survey and its supplement, the 2004-05 Teacher Follow-up Survey.
The Ongoing Assessment Project (OGAP) is a systematic, intentional, and iterative mathematics formative assessment system. OGAP helps teachers gather and interpret evidence of student learning - guided by the latest mathematics education research on student learning - in order to design instructional responses targeted to students' developing understandings. OGAP is not a curriculum, but enhances any program teachers are using.
Beginning in Fall 2014, a team of CPRE researchers will study the effects of OGAP in Philadelphia schools.