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.

Click HERE to access a PDF of the brief.

January 17, 2014

CEEP Presentation at ISBA Event

CEEP representatives Peter Kloosterman, Ph.D., and Anne-Maree Ruddy, Ph.D., were invited to participate in this year’s Leadership Seminar sponsored by the Indiana School Boards Association. The January 17 event in Indianapolis was attended by approximately 150 school board members from around the state. Dr. Ruddy and Dr. Kloosterman presented, “National and International Assessments: How Do Indiana Students Compare?” They began the session by pointing out that none of the national or international assessment tools most often cited by policymakers and reporters are designed to rank countries or states. Dr. Kloosterman is a Professor of Mathematics Education and the Martha Lea and Bill Armstrong Professor for Teacher Education at Indiana University. He also directs the “What Mathematics Do Students Know?” project at CEEP, a secondary analysis of mathematics data from the National Assessment of Educational Progress (NAEP). The project is funded by the National Science Foundation (NSF). Dr. Ruddy first came to CEEP in 2006. She is a Senior Research Associate and manages several large-scale regional, national and international evaluation and research projects. Her research background and interests are in policy analysis, development and implementation.

Click HERE for a PDF of presentation slides.

CEEP's newest Education Policy Brief, 2013 NAEP: How Does Indiana Compare?, was also used during the presentation. Click HERE for a PDF version of this brief.

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