Overview of the Current IREPP Projects
Teacher Policy Research
partnership between Stanford University and the University at Albany
that examines teachers, issues in teaching and teacher education to
provide education policy makers with current, useful data to inform
their policy decisions. more...
- Principal Pipeline Project
A research partnership with SRN-LEADS districts throughout the nation that examines the career paths of principals and teachers, district policies that affect the distribution of human resources across schools, and the impact of educator characteristics and mobility patterns on student outcomes. The project is particularly interested in investigating the factors that explain individuals' choices of whether or not to pursue the principalship and principals' choices of where to work and whether or not to remain in the position.
California School Finance & Governance: Getting Down to Facts
A research project to inform solutions to California's education problems, "Getting Down to Facts" is a research project of more than 20 studies designed to provide California's policy-makers and other education stakeholders with the comprehensive information they need to raise student achievement and reposition California as an education leader. more...
- Professional Development
A project to assess effectiveness of continuing professional
development on changes in teacher practice and student learning.
Anthony Bryk leads this IES-supported quasi-experimental field trial of
the efficacy of the Literacy Collaborative professional development
- Early Childhood
A research initiative to better understand early childhood programs,
lead by Sean Reardon and Susanna Loeb. The efficacy of early childhood
programs, programs for English-language learners, and the effects of
changing school composition on student learning that arise as school
choice programs are introduced Sean Reardon, funded by Carnegie
Corporation and the William T. Grant Foundation. more...
- Technology in Schools
A project to examine the integration of technology into the work lives
of both students and adults in order to support more ambitious teaching
and learning. Anthony Bryk has general support from the MacArthur and
Hewlett Foundations to undertake “goal-1 type research” in this domain
the IES is supporting a randomized trial of the efficacy of adding a
web-based collaborative learning to the Literacy Collaborative
professional development program. more...
- Value-Added Models
An initiative to develop and refine of value-added models for school
accountability. Edward Haertel, Susanna Loeb, and Anthony Bryk are all
involved in such initiatives using data from California, New York and
Chicago respectively. This research is supported in part under
subcontract to the National Center for Research on Evaluation,
Standards, and Student Testing (CRESST) at UCLA. more...
- Causal Analysis
A project focusing on the development of statistical methods to obtain
estimates of systematic variation in the effects of educational
practices across places and population subgroups. This project is lead
by Sean Reardon, based on work funded by the William T. Grant
Foundation and previously supported by the AERA research grants
- Center for Analysis of Longitudinal Data in Education Research (CALDER)
A collaborative effort among six partner universities and the Urban
Institute, CALDER's purpose is to inform state and local education
policy through analysis based primarily on state-specific
administrative data on individual students and teachers over time. Our
ultimate interest is in student outcomes with particular attention to
how outcomes differ for subgroups of the population. Given the major
role that teachers play in determining student outcomes, the primary
focus of our research effort will be on teachers, especially who
teaches which students, and on the determinants of teacher quality, as
evidenced by student achievement gains. more...
- Evaluating the Effects of the California High School Exit Examination (CAHSEE)
A project to assess how students and schools are responding to the
CAHSEE. This study will also examine what school practices may best
improve learning opportunities for students at risk of failing to
graduate under new CAHSEE requirements. Led by Sean Reardon, this
two-year study is funded by a grant from the James Irvine Foundation. more...
- Effects of Racial School Segregation on the Black-White Achievement Gap
This project will investigate the effects of racial school segregation
on black-white achievement gaps over a 10-year period (1996-2007).
Unlike much previous research on segregation, the focus of this study
is on estimating the causal effect of within-district segregation
patterns on within-district racial achievement gaps, rather than on
measuring associations between school racial composition and student