This report summarizes findings from one component of the Consortium for Policy Research in Education's (CPRE) evaluation of the General Electric Foundation's (GEF) "Developing Futures"™ in Education program in Cincinnati Public Schools (CPS). The purpose was to closely analyze district capacity to support system-wide…

This report summarizes findings from one component of the Consortium for Policy Research in Education's (CPRE) evaluation of the General Electric Foundation's (GEF) "Developing Futures" ™ in Education program in Erie Public Schools (EPS). As described in the CPRE proposal and research design, the purpose was to closely analyze…

This report summarizes findings from one component of the Consortium for Policy Research in Education's (CPRE) evaluation of the General Electric Foundation's (GEF) "Developing Futures"™ in Education program in Stamford Public Schools (SPS). The purpose was to closely analyze district capacity to support system-wide…

In the fall of 2009, the Bill and Melinda Gates Foundation funded a three-year project proposed by the International Baccalaureate (IB) to demonstrate the feasibility of increasing the participation of minority students and students in poverty in its Middle Years Programme (MYP) and Diploma Programme (DP) in selected school districts in the…

The Consortium for Policy Research in Education (CPRE) has prepared this report on the Newark Public Schools (NPS) for the Merck Institute for Science Education (MISE) to assist them with the development of a strategic plan for improving science education in the district. The data used in the report have been gathered and analyzed through the…

In fall 2009, the Bill and Melinda Gates Foundation funded a three-year project (IB Access Project) with International Baccalaureate (IB) to increase participation of minority students and students in poverty in the Middle Years Programme (MYP) and Diploma Programme (DP). The IB Access Project seeks to do four things: (1) Improve teacher practice…

This study examines the magnitude, destinations, and determinants of the departures of mathematics and science teachers from public schools. The data are from the National Center for Education Statistics' nationally representative Schools and Staffing Survey and its longitudinal supplement, the Teacher Follow-up Survey. Our analyses show that…

The study reviewed in this brief provides insight into how teachers and administrators in American public high schools are influenced by and attempt to address the problems posed by standards-based state accountability systems. The analysis builds upon earlier studies that used smaller and less representative samples of secondary schools,…

Rarely in educational research do researchers have access to data that allow them to empirically explore the impacts of programs on individual student learning over long periods of time. This element of Consortium for Policy Research in Education's (CPRE) evaluation of the America's Choice comprehensive school reform design is one of those…

In 1993, Merck & Co., Inc. began an endeavor to make a significant and visible commitment to improving science education by creating the Merck Institute for Science Education (MISE) and supported the new venture with a 10-year, $20-million financial commitment. From its inception, MISE had two goals: to raise the interest, participation, and…

In 1996, the Chicago Public Schools (CPS) began implementing a new school accountability policy designed to improve student performance by providing a combination of consequences and support to low-performing schools. The center point of the accountability system, the Chicago school probation policy, designates schools as being on probation if…

The Merck Institute for Science Education (MISE) was founded in 1993 to demonstrate that virtually all students could reach high levels of scientific literacy. MISE formed partnerships with four public school districts where Merck has major facilities and a history of providing employee volunteers and supporting local science education…