Pre-K-16 School Improvement
Representative Projects
New York State Education Department (NYSED):
Reading First Evaluation
In 2006, MI was awarded a three-year contract by NYSED to evaluate the statewide Reading First program. MI used a systems-based model to conduct the study, examining schoolwide program implementation, teacher use of scientifically based reading research in instruction, program impact on student reading achievement, and the factors that contribute to positive outcomes. Methods included cross-sectional and longitudinal comparisons of individual student performance on reading assessments, classroom observations during reading instruction, and interviews and focus groups with key staff. MI synthesized the data from these sources in annual reports to NYSED and through briefings with Reading First state, district, and school stakeholders.
Buffalo Public Schools (BPS):
Partnership to Enhance the Teaching and Learning of Mathematics
The Partnership to Enhance the Teaching and Learning of Mathematics is a districtwide professional development project for K-12 teachers in BPS, the second largest and most diverse school district in New York. Funded by federal flow-through monies, the goals of the project are to improve teachers’ content knowledge in mathematics, increase the number of highly qualified mathematics teachers, and improve student achievement in mathematics. MI’s evaluation study, conducted over a three-year period, was governed by a systems-based model that examined the inter-relationships among contextual factors (e.g., district support, teacher demographics), implementation factors (e.g., hours of professional development, partnership features), and impact factors (e.g., perceived benefits, student achievement). To determine program effectiveness, MI employed a quasi-experimental design. Both quantitative and qualitative data collection methods were employed to lend a balanced perspective to the findings. BPS used the evaluation results to guide decisions on capacity building for mathematics professional development.
Community Foundation for Greater Buffalo, Inc.:
Early Reading First – Project CARE
Buffalo’s Project CARE seeks to transform five Head Start centers into Early Reading First Preschool Centers of Educational Excellence by integrating high quality literacy instruction and resources in center activities, and implementing rigorous professional development. MI’s evaluation of the project addresses five areas: (1) how CARE is improving the pre-reading skills of children; (2) the effectiveness of CARE professional development; (3) how early childhood teachers are being prepared to use scientifically based reading research (SBRR); (4) what activities and instructional practices are most effective; and (5) the extent to which SBRR instructional materials and activities are being integrated into the Head Start centers. Data collection tools include standardized reading tests, surveys of teachers and literacy coaches, and case studies of high- implementing SBRR teachers. MI researchers provide program staff with semi- annual reports of student progress; quarterly project progress reports; and an annual evaluation report, which includes the link between project staff application of SBRR and student reading achievement.
The International Center for Leadership in Education (ICLE):
Research Study of the Successful Practices Network
The ICLE Successful Practices Network (ICLE/SPN) is a significant player in assisting high schools to provide more rigorous and relevant education. In 2005, in conjunction with the Council of Chief State School Officers and funding from the Bill & Melinda Gates Foundation, ICLE/SPN embarked on a five-year school improvement effort working with 75 high schools from 10 states. MI assisted ICLE/SPN in this effort by conducting a set of research activities aimed at answering three questions: (1) What changes have occurred in the targeted schools over time? (2) Why do some schools do better? (3) Can we identify schools with exemplary performance? Study variables—extracted from local, state, and national databases—included state ELA and math test scores; attendance, graduation, and dropout rates; SAT/ACT scores; and school process indicators. The process and outcome “scores” were weighted to construct an overall Academic Performance Index for each school, which served as the dependent variable. Multivariate data analyses were conducted to answer the research questions.
New York State Education Department, Massachusetts Department of
Education, and Local Districts:
Comprehensive School Reform Evaluations
MI researchers conducted two statewide studies and two local investigations of the Comprehensive School Reform Program. These studies, which involved hundreds of urban, suburban, and rural schools, had four main purposes: (1) to identify the components and sub-components of whole school reform; (2) to determine how schools were implementing the components and if implementation was consistent with federal guidelines; (3) to assess the impact of whole school reform on student achievement; and (4) to identify the program components that most strongly correlated to high student achievement. In addressing these questions, MI gathered information from multiple sources: parents, students, and staff, document review, and review of electronic databases. Staff also developed a set of quality indicators to identify best practices—in management, professional development, constituent support, technology applications, parent involvement, resource coordination, and partnerships—that could serve as benchmarks for performance.
DeWitt Wallace-Reader’s Digest Fund (The Wallace Foundation):
School/Family Partnership Program Evaluation
The School/Family Partnership Program was a national project aimed at increasing the involvement of at-risk families in the education of children. Nine community-based organizations with a strong history of promoting parent involvement were funded under the initiative. Although these organizations served different populations and varied in their emphases, they shared a commitment to helping families, schools, and other community agencies to work collaboratively to increase the academic achievement of students. MI was contracted to conduct a formative evaluation of the program focusing on questions such as the following: What type of parents are recruited and served? What services are offered? What effect has the program had on parents, children, and schools? Are parents more involved in school activities and their children's education? Are schools more responsive to parents? The evaluation used a retrospective pretest design and included four quantitative measures and one qualitative component to assess four areas: child behavior, family functioning, parent-school affiliation, and families’ experiences with their program providers.
Russell Sage College:
Civics Mosaic Projects I and II
The Civics Mosaic (CM) program was a five-year federally funded initiative designed to promote connections between civics education in the classroom and civics engagement in the larger community. Project goals were to build a comparative cross-cultural perspective in civic education both in Russia and the United States, and to foster a vision of teachers as researchers. MI staff worked closely with CM personnel to design and conduct a field test of project-developed lessons. This research involved 33 classrooms, 10 high schools, and 5 states. To address the challenges of a multi-site, long-distance effort MI developed electronic data management tools, which facilitated the data collection process and also produced a high participant response rate. The field test results were presented before the American Educational Research Association. In 2007, CM received an additional round of federal funding to implement civic education activities in five Eurasian countries, Russia, and the United States (CM II). MI’s evaluation of CM II includes an applied research study designed to determine which civic education teaching approaches and practices are most strongly associated with increased student civic actions and engagement.
DesignHammer, a Durham Web Design Company ~ Building Smarter Websites