The following describes some of the more recent third-party evaluations we have conducted.

Evaluation of a student-centered, technology integration initiative

The Students and Teachers Accessing Tomorrow (STAT) is a comprehensive technology integration initiative in the Baltimore County Public Schools (BCPS) district. The initiative includes one-to-one laptops for students, ongoing professional development for teachers, full-time instructional technology specialists at each school, and a digital curriculum.

CRRE is presently conducting a five-year evaluation of this initiative. In collaboration with the district, CRRE developed an evaluation plan, along with several instruments to conduct classroom observations, surveys, interviews, and focus groups. CRRE has examined program impact on teacher practices, student behavior, and student learning. The study is funded by BCPS.

Evaluation of a blended learning initiative in Fairfax County Public Schools

FCPSOn is an innovative approach to technology-enhanced education and blended learning in one of the largest public school districts in the U.S. FCPSOn involves the distribution of personal laptops for students, targeted professional development for teachers, unique tools for technology-enhanced classrooms, and moving beyond high-stakes testing to evaluate students.

Situated directly south of Washington, D.C., Fairfax County Public Schools (FCPS) is rethinking what it means to be a successful student in a technology-driven society. FCPS partnered with the center to evaluate and support a phased rollout of the program over several years.

Evaluation of the Zearn Math curriculum

We recently completed the first of a two-year evaluation of Zearn Math in a large urban school district. The quasi-experimental design employed mixed methods and examined the impact of the program on teacher practices and student outcomes across 35 schools.

Evaluation of a Title I instructional support program

Catapult Learning has contracted with CRRE to evaluation their Title I instructional support program in several different contexts. The first evaluation consisted of case studies documenting program experiences and perceptions of teachers, principals, students, and parents situated in four nonpublic schools. Further evaluations are examining Catapult’s impact through mixed-methods efficacy studies.

Evaluation of the social-emotional learning program Sanford Harmony

Sanford Harmony is a social-emotional learning curriculum designed for elementary students and developed by National University. National University first contracted with CRRE to conduct case studies of Harmony program implementation and efficacy across 10 elementary schools in multiple states.

Second, as a pilot study, CRRE also determined the impact of Harmony on school climate in five elementary schools in the San Diego area. CRRE developed a student survey to measure school climate across five unique domains. The evaluation involved close collaboration with faculty of National University in terms of developing a research plan; monitoring program implementation, compliance requirements, and outcomes; and ensuring formative feedback for continuous improvement.

Evaluation of the English Language and Literacy Acquisition Validation (ELLA-V) federal grant

ELLA-V is a virtual professional development and coaching program developed by researchers at Texas A&M University to support teachers of English learners. The program was implemented across multiple school districts in Texas. The five-year project was funded by a grant from the U.S. Department of Education, and CRRE conducted the independent evaluation.

The research design was a cluster-randomized, controlled trial, and CRRE used hierarchical linear modeling and propensity score weighting to analyze program impacts on student achievement, English language proficiency, and self-esteem, as well as on teacher instructional practice.

Evaluation of Battelle for Kids’ DataStrong

Battelle for Kids’ DataStrong is an approach that uses measures of teacher effectiveness to make recommendations for teacher-student assignments. DataStrong aims to optimize student learning by matching teachers to students with whom they would be the most effective. Battelle for Kids contracted with CRRE to review the method of the approach and identify key assumptions, implications, and potential threats to internal validity. 

Evaluation of the Resourcing Professional Learning Systems (RPLS), The University of California, Davis

CRRE conducted an evaluation to determine the implementation and outcomes of an initiative implemented by Resourcing Excellence in Education at the University of California, Davis, in the Los Angeles Unified School District and funded by the California Department of Education’s Educator Excellence Office.

The purpose of the initiative, Resourcing Professional Learning Systems (RPLS), was to build teachers’ instructional capacity to meet the academic needs of English learners. The key components of the RPLS initiative included in-person professional development, training for instructional coaches, formal and informal observations of teachers, and establishment of professional learning communities in schools.