K-12 Schools

Selected Projects Include

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  Photo courtesy of Tim Farrell, New Visions.

  New Visions Accessing Algebra through Inquiry (a2i)

  Accessing Algebra Through Inquiry (a2i) was a high school mathematics project conducted by New Visions for Public Schools (New Visions), in partnership with the Silicon Valley Mathematics Initiative (SVMI) and the New York City Department of Education. The project was supported with a 2013 i3 validation grant (#U411B110116) from the U.S. Department of Education. Rockman et al (REA) conducted the independent evaluation of a2i. The central focus of a2i was on the use of high-quality formative assessment processes to help teachers implement high standards and create effective math learning environments. The major categories of support for teachers included: (a) inquiry teams focused on data-driven instructional practices, (b) adaptable formative assessment lessons and strategies, and (c) instructional coaches. A quasi-experimental study involving 40 schools (across 2 cohorts) compared the effectiveness of a2i on students’ achievement in algebra and geometry compared to business-as-usual instruction in matched comparison schools. While the main findings did reveal statistically positive effects of a2i instruction on state standardized test performances, additional analyses by REA found evidence of improved achievement during the second year of the study after professional development was restructured and day-to-day pedagogical practices were introduced. REA evaluation of classroom changes revealed that students engaged in more group work, talked more about math, and solved problems collaboratively.

  Report: Accessing Algebra Through Inquiry Final Report
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  Photo courtesy of Chris Betcher via CC licensing.

  Convergence Academies Project

  The Center for Community Arts Partnerships at Columbia College Chicago, in partnership with Chicago Public Schools, received a development grant from the Investing in Innovation Fund (i3) of the U.S. Department of Education for their Convergence Academies project (http://convergenceacademies.org/ourorigins.html). To support 21st Century learning, CCAP developed a whole school reform model, inspired by principles and values of connected learning, that involved inquiry-based instruction and integration of digital media arts and technology throughout the school. The model was implemented in Chicago in both a high school and a feeder elementary school (K-8). As the external evaluator for the project, Rockman et al conducted studies of both implementation and impact, including an interrupted time-series design to investigate gains on state tests in math and reading.

  Report: Evaluation of the Convergence Academies Initiative Final Report
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  Photo courtesy of Dean Hochman via CC licensing.

  East Bay Center for the Performing Arts Learning Without Borders

  The East Bay Center for the Performing Arts (EBCPA) Learning without Borders (LWOB) professional development program served elementary school teachers in the West Contra Costa Unified School District. Through professional development workshops, coaching, and in-class visits from artists, the program aimed to increase the capacity and confidence of the teachers to integrate arts with other core subject areas. REA collected survey, focus group, and pre- and post-test data from the participating teachers, and this data led to important insights about the teachers’ expectations for the program, feedback about the program, perceptions of the program’s impacts, and recommendations for the program moving forward.
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  Photo courtesy of Tim Farrell, New Visions.

  New Visions Hunter College: Urban Teacher Residency Program

  A 10-year partnership between New Visions for Public Schools, Hunter College, and the New York City Department of Education, the Urban Teacher residency (UTR) program was funded through multiple U.S. Department of Education grants, along with the Mathematics and Science Teacher Education Residency (MASTER), funded by the National Science Foundation. The programs focused on the placement of new secondary teachers in high-needs classrooms in New York City where resident teachers were trained alongside a mentor teacher during a year-long residency. Rockman et al, served as the external evaluator to assess the impact and implementation of training on student performance, teacher practice and school culture.

  Report: 2018 Summative Report for New Visions for Public Schools – Hunter College Urban Teacher Residency Project
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  Photo courtesy of Enokson via CC licensing.

  Leading with Learning

  To improve teaching for English learners (ELs), WestEd partnered with two, large school districts in California on a multiyear project called Leading with Learning: Systematically Transforming Teaching for English Learners. The Leading with Learning (LwL) project was awarded a three-year development grant from the U.S. Department of Education’s Investing in Innovation (i3) fund. Rockman et al conducted the independent evaluation of LwL to study its implementation and to test its effectiveness on elementary student outcomes using a quasi-experimental design. The LwL model involved an intensive, two-year program of professional learning for K–6 teachers, instructional coaches, principals, district co-facilitators, and district leaders. Teacher practice changes were aimed at improving students’ understanding of complex texts, engagement with complex tasks, and understanding of academic English; which was expected to lead to improved academic achievement. Results showed that while the state assessment outcomes did not provide evidence of effectiveness, other data sources revealed important improvements in outcomes for students, teachers, and coaches.

  Report: Leading with Learning Final Report
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  Photo: Courtesy of Keith Ellison via CC licensing.

  National History Day

  REA conducted a year-long evaluation of the National History Day (NHD) program, which serves more than half a million students annually. A diverse group of 500 students in four states in the NHD and comparison-group reported that the NHD program helped them to acquire critical thinking and communication skills, a mature understanding of past and current events, and college-level research skills. NHD students also outperformed their peers on statewide standardized assessments.

  Report: Evaluation Report
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  Photo courtesy of Maryland GovPics via CC licensing.

  Oakland Unified School District Salad Program

  REA conducted an evaluation of the impact of a salad bar implementation at 5 schools within the Oakland Unified School District (OUSD). Project evaluation included pre-implementation student surveys and interviews, lunchroom observations, and post-implementation interviews with key project stakeholders (students, teachers, and administrators). The evaluation focused on three key areas: 1) Implementation (training, staffing, promotion, availability, methods for sustainability, curricular connections), 2) Participation (methods of adoption/education, level of participation, parent/teacher/food service worker roles) and 3) Attitudes (changes in diet/nutrition-related knowledge, behavior, impact of cultural differences, food likes/dislikes, expectations, influences on food selection, etc.).
• Tech Know Build

  The TechKnowBuild project was a partnership between the Crawfordsville Community Schools and Indianapolis Public Schools that provided “one to one” laptop computers and wireless Internet access to 2,500 middle school students and approximately 100 teachers, combining ubiquitous computing and problem-based learning. As the external evaluator, REA assessed impacts on teachers and students through suveys and secondary data analyses. During the final year, student achievement was measured by standardized test scores and writing prompts. Almost all teachers incorporated internet research and exploration, one of the most popular and regular use of laptops, and generally found problem-based learning to be an effective way to meet their academic content standards. REA found that problem-based learning activities increased students’ engagement in school, and gave students a sense of ownership for the topics they researched and a deeper awareness of community issues and their roles as citizens.

  Report: One to One Laptop Programs
• Microsoft Anytime Anywhere Learning

  Rockman et al conducted a three-year study of the introduction of “one to one” laptop computing in U.S. public and independent schools (1996-1999), reporting on types of implementation, classroom and home laptop use, and changes in pedagogy and teacher and student attitudes. The study was funded by Microsoft and Toshiba.

  Report: Anytime Anywhere Learning Report