Philip Sirinides
School Leadership, Teachers’ Roles in School Decisionmaking, and Student Achievement
This working paper summarizes the results of a study of leadership in elementary and secondary schools. The study focused in particular on instructional leadership – the extent to which school leaders focus on the core activities of teaching and learning – and teacher leadership – the extent to which teachers have input into school decision-making.
Evidence for Early Literacy Intervention: The Impacts of Reading Recovery
Research increasingly links low literacy levels in the early grades with a range of poor outcomes; for instance, students who read below grade level at the end of third grade are about four times less likely than their higher-achieving peers to graduate from high school (Annie E. Casey Foundation, 2010, 2011; Balfanz, Bridgeland, Bruce & Fox, 2012).
(2016) Reading Recovery: An Evaluation of the Four-Year i3 Scale-Up
CPRE released its evaluation of one of the most ambitious and well-documented expansions of a U.S. instructional curriculum. The rigorous independent evaluation of the Investing in Innovation (i3) scale-up of Reading Recovery, a literacy intervention for struggling first graders, was a collaboration between CPRE and the Center for Research on Education and Social Policy (CRESP) at the University of Delaware.
TASK Technical Report
This report reviews the development, piloting, and preliminary results from the large-scale field trial of the TASK Instrument (see cpre.org/task). In the first section, we review the need for an assessment of teachers’ capacity for learning trajectory-oriented instruction and the theoretical foundations that inform our work. We then describe the instrument and its development.
