SRI researchers measured student outcomes on the Analytic Writing Continuum for Literary Analysis (AWC-LA). Despite disruptions to program implementation during the COVID-19 pandemic, the study found positive effects on student writing quality, conventions, and productivity.

The post UC Irvine Writing Project’s Pathway to Academic Success Program: An Education Innovation and Research (EIR) Expansion Grant Evaluation appeared first on SRI.

This report is the first in a series from an implementation study being conducted by SRI International (SRI).

The post Scaling Up Coolthink@JC Implementation Study Baseline Report appeared first on SRI.

This report describes the methodology of Apple and ConnectED Research, a six-year study of the Apple and ConnectED Initiative that uses a variety of qualitative and quantitative methods to tell a comprehensive story of implementation and outcomes.

The post The Apple and ConnectED Initiative: Research Study Methods appeared first on SRI.

This study uses a meta-analytic approach to investigate the relationship between attending an inclusive STEM high school and a set of high school outcomes known to predict college entry and declaration of a STEM college major.

The post Impacts of attending an inclusive STEM high school: meta-analytic estimates from five studies appeared first on SRI.

This report asks the questions, what does a promising start look like and what types of support can enable conditions for success?

The post 1:1 Teaching and Learning in the Apple and ConnectED Initiative: Lessons from Early Implementation appeared first on SRI.

With funding from a U.S. Department of Education Investing in Innovation (i3) scale-up grant, NTC tested strategies for scaling its validated induction model to 301 schools in five school districts serving high proportions of students of color and students from low-income households.

The post Scaling Up Teacher Induction: Implementation and Impact on Teachers and Students appeared first on SRI.

Using mixed methods, we investigated the association of the extent of English learner classroom-level segregation and number of EL English proficiency levels with elementary EL academic achievement.

The post Elementary English learner classroom composition and academic achievement: The role of classroom-level segregation, number of english proficiency levels, and opportunity to learn appeared first on SRI.