News & Events
|July 7, 2014||
CEEP to help study impact of Math for All program
The Center for Evaluation & Education Policy has been selected by the U.S. Department of Education to study the impact of a program designed to provide effective math instruction for kindergarten through 5th grade students.
“Math for All” is a professional development program for teachers intended to help them teach math to a variety of learners at these grade levels. The program has been developed on the basis of current best practices and instructional theory, and there is some initial but inconclusive evidence that its use can help teachers with their instruction and in turn support student learning. So far Math for All has been piloted with several hundred teachers across several states. The four-year study, funded by the U.S. Department of Education’s Institute of Education Sciences, will investigate the effectiveness of the program for 256 teachers in 4th and 5th grades and their 6,400 students in 32 Chicago public schools.
John Hitchcock, director of the Center for Evaluation & Education Policy (CEEP) and associate professor of instructional systems technology at the Indiana University School of Education, serves as a co-principal investigator in the study. CEEP will help conduct a randomized controlled trial across selected Chicago schools to gauge program efficacy, comparing data on teacher knowledge and student outcomes in the Math for All schools to randomly assigned schools not using the program.
CEEP’s evaluation is part of a larger study that includes three other partner institutions. The principal investigator is Babette Moeller, managing project director at the Education Development Center in New York City and a co-author of Math for All. Other co-principal investigators are Barbara Dubitsky of the Bank Street College of Education, Ellen Meier with Teacher’s College at Columbia University and Teresa Duncan, senior fellow with ICF International, a research firm in Fairfax, Va.
For more information, click HERE to see the Indiana University School of Education announcement of the study.
|April 15, 2014||
Appointment of Dr. Anne-Maree Ruddy as CEEP’s Director for Education Policy
Dr. John Hitchcock, Director of the Center for Evaluation & Education Policy, has announced the appointment of Dr. Anne-Maree Ruddy as CEEP's Director for Education Policy. Dr. Ruddy will draw upon a strong combination of training, education, and experience to provide leadership and direction for the center’s policy-related work.
Dr. Ruddy holds a Ph.D. with an emphasis in international and comparative educational policy from Murdoch University (Perth, Western Australia) and a Masters of Educational Administration with an emphasis in educational policy from the University of Western Australia. After a career as a classroom teacher and school administrator, her further experience in the US and abroad includes research, policy analysis and evaluation of education systems with an emphasis on school environments and higher education using quantitative and qualitative approaches; including the collection and analysis of international, government and local policy documents, statistics, reports and key stakeholders’ accounts.
Beginning her association with CEEP in 2006, Dr. Ruddy has directed several complex program evaluation projects, and will continue to do so as a Senior Research Associate. In her new role she will also coordinate CEEP’s policy-related activities that promote high-quality P-20 education policy and inform the general public, faculty, the P-20 education community and broader stakeholder groups, and policymakers (e.g., CEEP Policy Chat forums, public opinion surveys, CEEP Education Policy Briefs and other policy-related publications). IU faculty, non-IU faculty and CEEP research staff will be engaged in examinations of the policy-related implications of their evaluation and research activities. CEEP’s policy publications and presentations will be based on empirical research that demonstrate how the findings from evaluation and research can inform policy and practice.
|March 14, 2014||
High suspension/expulsion rates driven by ineffective school policies, not "bad kids"
Russell Skiba, Director of the Equity Project at CEEP, heads a group of 26 nationally recognized experts from the social science, education and legal fields – known as the Discipline Disparities Research-to-Practice Collaborative. The Collaborative has spent three years compiling and analyzing a huge body of recent research that challenges virtually every notion behind the frequent use of disciplinary policies that remove students from the classroom.
The group found clear evidence that students of color, particularly African-Americans, and students with disabilities are suspended at hugely disproportionate rates compared to white students, perpetuating racial and educational inequality across the country. LGBT students also are over-represented in suspension.
The Collaborative's reports were released as the group presented their information and answered questions in Congressional hearings in Washington, D.C.
A media release from Indiana University summarizes key findings and provides links to the Collaborative’s website and three briefing papers. Click HERE to read the media release from Indiana University.
|January 21, 2014|| New CEEP Education Policy Brief: 2013 NAEP: How Does Indiana Compare?
The newest CEEP Education Policy Brief, 2013 NAEP: How Does Indiana Compare?, examines recently released results from the National Assessment of Educational Progress (NAEP). Known as “The Nation’s Report Card,” NAEP is the U.S. Government assessment used since the late 1960s to measure student achievement in many subject areas, including mathematics, reading, science, and United States history. CEEP's policy brief discusses the results from several states and provides details of the 2013 Indiana results, followed by commentary on the extent to which state-level policies and priorities impacted those results.
|January 17, 2014||
CEEP Presentation at ISBA Event