The Consortium for Policy Research in Education (CPRE) brings together education experts from renowned research institutions to contribute new knowledge that informs PK-20 education policy and practice. Our work is peer-reviewed and open-access. Read more about what we do.
Findings from An Inquiry into Pennsylvania's Early Childhood Quality Rating and Improvement System study supports the position that higher ratings represent a meaningful transition into higher quality. Keystone STARS quality ratings were observed to be significantly and positively associated with child outcomes. Improvements were not evident in the transition across all levels. The findings provide support for making system revisions to more clearly distinguish levels from one another.
The notion that there is an opportunity to refocus Keystone STARS is one that has been gaining traction nationwide as QRIS seek to identify the few and the powerful standards, while rethinking or eliminating everything else. Likewise, QRIS research has called for focusing on indicators with demonstrable links to childrens' learning that will define quality in ways that matter most for improving child outcomes.
The CPRE/CRESP evaluation of Reading Recovery was one of the largest and most rigorous studies of an educational intervention ever conducted. It found treatment effects that are among the largest observed from an instructional program. The study therefore offers strong evidence of the impact of Reading Recovery on the reading skill of struggling 1st graders. In addition, it demonstrates the feasibility of effectively scaling up an intervention.
The study also revealed that some schools' Reading Recovery programs are more effective than others, and that differences in teachers' instruction and in schools' embrace of the program may contribute to variation in school-level impacts.
The complete final report from the i3 evaluation of Reading Recovery is available for download at www.cpre.org/readingrecovery.
Fueled by impassioned social media activists, the Common Core State Standards have been a persistent flashpoint in the debate over the direction of American education. In this innovative and interactive website we explore the Common Core debate on Twitter. Using a distinctive combination of social network analyses and psychological investigations we reveal both the underlying social structure of the conversation and the motivations of the participants. The central question guiding our investigation is: How are social media-enabled social networks changing the discourse in American politics that produces and sustains social policy?
State education systems to support leadership development have received relatively scant attention and resources, despite the demonstrated importance of leadership to school improvement. This need spurred the National Association of State Boards of Education (NASBE) to form a study group with its members and partner with the Consortium for Policy Research in Education (CPRE) to examine the problem from a state policy perspective; to offer a framework, guidance, and resources to help states develop and keep effective leaders; provide examples of practices for states; and share insights from partner organizations. The report, Successful Leaders for Successful Schools: Building and Maintaining a Quality Workforce, details findings that emerged from this work.