Center for Education Policy Research at Harvard University

We’re excited to share a success story from Randolph County, WV, where math instruction underwent a remarkable transformation as a result of the Harvard MQI Coaching model.

When Tammy Tucker stepped into her new role as a math-focused curriculum specialist, she was eager to focus on teaching quality as a key lever for student success. The district needed a cohesive, evidence-based approach to help teachers elevate their instruction.

Tucker discovered MQI Coaching and quickly saw the potential for significant change. Implementing the MQI model and its video-based coaching cycles became a catalyst for improvements across the district, including better student performance, improved attitudes toward math, and a newfound collective efficacy among educators.

Read the full story here: https://mqicoaching.cepr.harvard.edu/news/revolutionizing-math-instruction-randolph-county

CEPR is hiring! Join a dynamic, fast-paced research center as a Research Analyst II, supporting cutting-edge education research to improve student outcomes. https://lnkd.in/ex3nbhVH

🚨 New research on federal pandemic relief unveils a direct correlation between federal aid and academic recovery in K-12 schools.

The Education Recovery Scorecard, a collaboration between CEPR and The Educational Opportunity Project (EOP) at Stanford University, has provided crucial insights supporting academic recovery post-pandemic, especially in low-income districts. Other than the NAEP, which occurs every two years and reports results for only 26 urban districts, the Education Recovery Scorecard has become the only source for comparing district level gains on an annual basis across state lines.

Today, the project released an analysis of the impact of federal pandemic relief. The report finds that the impacts were sufficient to justify the cost and, because the money was targeted at poor districts, helped to narrow the gap in achievement.

But the work is not done. As CEPR faculty director Tom Kane said, “The federal aid was like the first stage of a rocket. It got us going, but had a broad focus and was ultimately insufficient to get us all the way. To complete the recovery, states will need to step up, focusing on academic catch-up efforts, such as tutoring and summer learning, and lowering absenteeism.”

Read the press release and full report:
educationrecoveryscorecard.org

Harvard Graduate School of Education

Announcing the Strategic Data Project’s new Diagnostic Toolkit! This work will help states answer the following questions:

Interested in learning more about our P20W Diagnostic Toolkit?
Check it out on our website: https://sdp.cepr.harvard.edu/p20w-diagnostic-toolkit

Sign up for a free informational webinar: https://bit.ly/p20wjune

All registrants will receive an additional supplemental checklist tool following the webinar.

Next week: Join the for a webinar on promoting high-quality distance education, rooted in a case study of the Los Angeles Community College District.

This research is a collaboration between the Los Angeles Community College District, USC Pullias Center for Higher Education, and the Leveraging Technology and Engaging Students (LTES) project at CEPR.

Register here: https://teacherscollege.zoom.us/webinar/register/WN_QPBlBqaeSBy7rDQm1uCvdg #/registration

Tomorrow: If you're at Partners for Rural Impact's , check out NCRERN's breakout session, "Making Data Actionable: Generating & Using Rural Evidence for Continuous Improvement."

[WEBINAR] In the face of ongoing challenges, how can community college educators adapt teaching methodologies, support student success, and prioritize their own well-being?

Join the Leveraging Technology and Engaging Students (LTES) project, a member of the Accelerating Recovery in Community Colleges (ARCC) Network, for a webinar highlighting key findings from research conducted in the Los Angeles Community College District. Gain valuable insights into the impact of COVID-19 on student enrollment and success, as well as faculty and student experiences in distance education courses.

Learn more and register: https://ow.ly/a0JN50Rjofs

Attending the Partners for Rural Impact 2024 Rural Summit next week? Don't miss NCRERN's breakout session on April 30th!

CEPR's Jenn Ash, Kellie Solowski, and Sativa Thompson will be presenting on how to use rural evidence for continuous improvement.

Next week: Join us for the final PIER Public Seminar of the year, featuring Dr. Olivia Chi, Assistant Professor at Wheelock College, Boston University.

The presentation will build on Dr. Chi's recent research, "Who Becomes a Teacher When Entry Requirements are Reduced? An Analysis of Emergency Licenses in Massachusetts" (recently featured on the Harvard EdCast—listen here: https://the-harvard-edcast.simplecast.com/episodes/reshaping-teacher-licensure-lessons-from-the-pandemic).

Tuesday, April 23, 4:30-5:45, in person & via livestream

Learn more and RSVP: https://fb.me/e/1cQFcZG4U

‘Unique’ Opportunity Ahead for CEPR Christina Grant outlines her vision for the Center for Educational Policy Research at Harvard as she joins as its executive director this spring

Only a few days left to submit your SDP Institute for Data Visualization and Communication application! If you're an education data professional, don’t miss your chance to hone your data communication skills this summer. Submit your application by Wednesday April 17 at 11:59pm ET.

Apply here: https://ow.ly/Pp6S50Qsbna

CEPR's spring newsletter is now available.

▪️ Learn how to partner with CEPR's projects in 2024-2025.
▪️ Check out summer professional development opportunities.
▪️ Keep up to date with the latest news, events, and more:

http://mailchi.mp/gse.harvard.edu/ceprnewsletterspring2024

📬 Join our mailing list: https://cepr.harvard.edu/subscribe

Transforming Education Through Data | CEPR Spring 2024 Newsletter CEPR's spring newsletter is now available. Don’t miss our latest news and resources—subscribe now.