Topic: Public/Educational Policy

While many of REA’s research and evaluation studies have local, state, and national policy implications, several are focused specifically on informing policy. These include studies of policies established by educational agencies or in the public sector, and studies of statewide initiatives that set policy and precedent for providing equitable access to technology.

Doing What Works (DWW) Doing What Works (DWW) is a resource for schools seeking to improve instruction. Coordinated by WestEd, along with AIR and RMC, the effort analyzes and disseminates research-based information for schools and districts. REA is the external evaluator for this project. more» Client: WestEd Funding Agency: U.S. Department of Education (ED): General Topic: School Reform, Informal Learning, Professional Development, Public/Educational Policy

Study of the Availability and Effectiveness of Cultural Competency Training for California Teachers Rockman et al and WestEd were contracted by the California Commission for Teacher Credentialing to conduct a study of cultural competency training provided to teachers and administrators in ten culturally diverse California school districts reflecting the demography and geography of California. more» Client: California Commission of Teacher Credentialing (CCTC) Funding Agency: California Commission of Teacher Credentialing (CCTC) Topic: School Reform, Professional Development, Public/Educational Policy

Technology Roadmap At the request of a multi-campus independent school, REA explored how schools could best use the growing technology resources spread over the several campuses. We created a roadmap for the application of technology to support teaching, learning, and management. more» Client: Policy Analysis and System Evaluation (PASE) Funding Agency: Kamehameha Schools Topic: School Reform, Technology and Education, Public/Educational Policy

Urban Teacher Residency (UTR) Evaluation The New Visions for Public Schools-Hunter College Urban Teacher Residency (UTR) project is a partnership between New Visions, the Hunter College Schools of Education and Arts and Sciences, and the New York City Department of Education. Much like doctors, aspiring teachers serve as residents as part of their preparation. They are teachers of record for one class and considered members of a school’s teaching faculty, but also have the support of a trained mentor teacher. more» Client: New Visions for Public Schools and Hunter College Funding Agency: U.S. Department of Education (ED): Office of Innovation and Improvement (OII) Topic: School Reform, Professional Development, Public/Educational Policy