Social and Emotional Learning, School Climate, and School Safety: A Randomized Controlled Trial Evaluation of Tools for Life® in Elementary and Middle Schools
This report describes the implementation of Tools for Life®, a social and emotional learning program, in elementary and middle schools in Jackson, Mississippi, and evaluates the program's effects on school climate and safety.
Jan 9, 2020
Putting Professional Learning to Work: What Principals Do with Their Executive Development Program Learning
This report presents findings from part of RAND's evaluation of the National Institute for School Leadership's Executive Development Program (EDP) for sitting school principals, focusing on how principals applied their EDP learning and coaching.
Oct 7, 2019
Can Restorative Practices Improve School Climate and Curb Suspensions? An Evaluation of the Impact of Restorative Practices in a Mid-Sized Urban School District
This study of Pittsburgh Public Schools' implementation of restorative practices represents one of the first randomized controlled trials of the effects of restorative practices on classroom and school climates and suspension rates.
Dec 27, 2018
A study of Pittsburgh Public Schools' implementation of restorative practices represents one of the first randomized controlled trials of the effects of restorative practices on classroom and school climates and suspension rates.
Dec 27, 2018
Launching a Redesign of University Principal Preparation Programs: Partners Collaborate for Change: Executive Summary
The University Principal Preparation Initiative (UPPI) supports the redesign of principal preparation programs according to evidence-based principles and practices. This executive summary provides insight into the first year of UPPI implementation.
Oct 30, 2018
The University Principal Preparation Initiative (UPPI) supports the redesign of principal preparation programs according to evidence-based principles and practices. This report provides insight into the first year of UPPI implementation.
Oct 30, 2018
This study investigated teachers' assessment of their students' writing in response to analytic text-based writing tasks.
Feb 8, 2018
In the present study, we investigate how teachers conceptualize text-based writing and how these conceptions influence the writing tasks they assign.
The purpose of the study was to examine how educators use responsive circles. We aimed to fill a gap in the literature by offering details about their implementation based on enacted responsive circles in a large urban school setting.
Assessing Students' Use of Evidence and Organization in Response-to-Text Writing: Using Natural Language Processing for Rubric-Based Automated Scoring
This paper presents an investigation of score prediction based on natural language processing for two targeted constructs within analytic text-based writing.
Dec 5, 2017
Writing tasks designed to elicit higher level thinking are best regarded as writing-to-learn opportunities that can support reading comprehension while meeting the new expectations of analytic writing.
Dec 1, 2017
U.S. Teachers' Support of Their State Standards and Assessments: Findings from the American Teacher Panel
Presents data from the American Teacher Panel to examine teachers' support for their state standards and assessments.
Oct 4, 2017
Examines the accessibility, diversity, quality, and efficiency of dual credit education programs in Texas, and proposes areas of dual credit education to investigate in the second phase of the study.
Aug 29, 2017
Use of Open Educational Resources in an Era of Common Standards: A Case Study on the Use of EngageNY
The purpose of this report is to better understand the uses of EngageNY in order to shed light on the channels through which open educational resources could better support teachers and the implementation of state standards.
Mar 27, 2017
The authors present four criteria to focus on, using the acronym CASE, when helping students develop the skill of using text evidence to support claims in their writing.
Mar 13, 2017
The authors describe the features of text-based writing assignments that increase students' reading comprehension and analytic writing skills and put students on the path to college readiness.