CPRE : Consortium for Policy Research in Education

Evaluation of GE Developing Futures in Education initiatives

View a discussion between Dr. Jonathan Supovitz and GE Foundation President Bob Corcoran of CPRE's first Developing Futures evaluation report.

Since 2005, the GE Foundation has supported work in six U.S. school districts (Cincinnati, OH; Erie, PA; Louisville, KY; Stamford, CT; New York, NY; and Milwaukee, WI) through its Developing Futures™ in Education program, a high-impact initiative created to improve academic achievement and better prepare students for college and career opportunities.  The program focuses on improving math and science curricula and management capacity in schools. In 2010, CPRE was awarded a grant to conduct a mixed-methods evaluation of the program. CPRE’s evaluation was designed to both retrospectively investigate evidence of the program’s impact and help to design the roll-out of subsequent initiatives so that they can be rigorously evaluated.

CPRE’s evaluation was divided into three parts:

1.  The first strand contained a series of evaluation studies in four districts that the GE Foundation has been working with for multiple years: Cincinnati, OH; Erie, PA; Louisville, KY;  and Stamford, CT. Evaluation studies include an analysis of each district’s reform strategies; an assessment of supporting district conditions for reform; an analysis of the rigor of teacher assignments and the quality of student work; and a series of multilevel interrupted time series analyses of student test performance in mathematics and science.

2.  In partnership with GE Foundation, the New York City Department of Education has put in place a long-term strategy for implementing and supporting the Common Core State Standards (CCSS). Our evaluation in NYC traces implementation of the CCSS from the central and field offices to schools and classrooms. 

3.  The third strand of our evaluation project focused on helping the GE Foundation to design its support efforts in Milwaukee, WI. In 2010, CPRE worked with the Milwaukee Public Schools to develop an evaluation to produce the strongest possible evidence of the impacts of these efforts on schools, teachers, and student performance.  Evaluation measures range from interviews with district leaders, key stakeholders, and a sample of school faculty members; surveys of influences on teachers; analysis of teacher assignments and student work samples, and analysis of longitudinal trends of student standardized test performance in mathematics. 


Start date: 
December 2010
End date: 
November 2013