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November 11, 2014 Partnershare Fall 2014

Furthering the partnership that was established in 1986, CEEP and Indiana University School of Education recently hosted its annual Fall Partnershare meeting with Indiana Public School Superintendents. On November 6, 2014, CEEP staff delivered presentations to over 20 school superintendents on future funding analysis models, visualization data tools, school district referenda, and educational equity. CEEP also announced its research partnership with Ball State University that will look at licensure evaluation, preparation, and support for charter school principals. Click here for a schedule of the day's presentations.

CEEP seeks to inform decision making and improve practice based on evidence. The Partnershare provides an opportunity for essential collaboration and conversation between CEEP, Indiana University School of Education, and K-12 public school district leaders. Click here to view updates and new information on CEEP's policy work.

November 5, 2014 CEEP Senior Leadership Presenting at 2014 MWERA Annual Meeting

The Mid-Western Educational Research Association (MWERA) will host its annual meeting November 12-15 in Evanston, Illinois. MWERA was established to improve, promote, and disseminate educational research conducted in the central states and provinces of North America, promote collegial research culture in the region, and to provide a forum for mentoring the research skills of graduates students and junior faculty members. This year’s conference theme is The Changing Roles of Institutes of Learning: The Transformative Power of Technology. Presentations will focus on the growing trend in online education and the expansive opportunities it provides for potential learners.

On Friday, November 14, CEEP Director John H. Hitchcock and Senior Research Associate Chad R. Lochmiller are scheduled to present results from CEEP's research ("Constructing new partnerships between state agencies, regional educational laboratories, and university research centers to facilitate and expand research").

September 16, 2014

Russell Skiba testifies before government committee on school discipline policies and practices

Indiana General Assembly’s Education Study Committee met to discuss student discipline and the overuse of suspension, expulsion, or exclusion of students from school.  Russell Skiba, director of the Equity Project and professor of counseling and educational psychology at Indiana University’s School of Education, testified on national trends of racial disparity within school discipline and the implications for Indiana; the state’s rates of out-of-school suspensions for black students are among the highest in the nation.

To read the news article about the Education Study Committee's hearing on student discipline, click here.  The article was provided by Lesley Stedman Weidenbener, Executive Editor of The Statehouse File.

The Equity Project website provides current research on school discipline, zero tolerance policies, and school violence.  Click here to view and download documents from the project’s Resources webpage.

September 4, 2014 Meet CEEP's Senior Leadership Team at upcoming conferences

Several CEEP associates will be participating in conferences this fall.  If you would like to meet with them, please email in advance and coordinate an opportunity to talk.  They will be happy to answer questions about CEEP and explore with you how the center might assist with your evaluation or research activities. Click here for information on CEEP's Senior Leadership Team including email addresses.

Indiana Clinical and Translational Sciences Institute Meeting, September 26, Indianapolis, Indiana
Jeff De Witt will present a poster outlining CEEP’s services and experience in support of health-related programs and research. Click here to see the meeting’s schedule and agenda.

European Evaluation Society Biennial Conference, October 1-3, Dublin, Ireland
John Hitchcock, Patricia Muller, Anne-Maree Ruddy, and Marcey Moss will present three sessions during the conference. On October 1 at 2:45pm, they will conduct a session on "Lessons Learned: Evaluation Capacity Building in Differing Contexts." At 9:45am on October 2, John will present a session titled "Impact and Mixed Evaluation Methods." Later that morning at 11:45am, Patricia, Anne-Maree, and Marcey will present "A Theory-based Approach to Joint Evaluation." Click here for conference information.

National Science Foundation’s Grants Conference, October 6-7, Arlington, Virginia
Cate Racek will attend and be available to talk with anyone interested in CEEP’s experience and possible partnership opportunities.

Focus on Illinois Education Research Symposium, October 7-8, Bloomington, Illinois
Mary Piontek will co-lead a session ("Evaluation of the Illinois Mathematics and Science Academy’s FUSION Program: Impact on Teachers’ Professional Practice") on shaping teacher practice in math and science. Scheduled at 9:45am, October 8, click here for the symposium’s schedule of events.


Midwestern Regional Conference of the Comparative International Education Society, October 10-11, Bloomington, Indiana

Anne-Maree Ruddy will present, “Shifting the balance: The top players in international higher education.” The conference will be hosted by the Indiana University School of Education.  Click here for a synopsis of event information.

American Evaluation Association Conference, October 15-18, Denver, Colorado
Mary Piontek will lead two sessions during the AEA conference.  The first, October 16 at 2:00pm, will be a round-table on qualitative methods.  Later that same afternoon, at 4:45pm, she will lead a session on STEM education and training.  For more information click here and enter PIONTEK in the name slot, then click “Go” to find the details on the AEA conference website.

August 25, 2014

CEEP participating in study of Kentucky's dual credit programs

As part of a study led by the Regional Educational Laboratory - Appalachia housed with CNA Corporation in Arlington, VA, the Center for Evaluation and Education Policy (CEEP) collects and analyzes data to examine dual enrollment and dual credit programs in Kentucky. Data provide a picture of how dual enrollment and dual credit programs are designed and implemented in six non-urban school districts.

Dual enrollment and dual credit courses, promoted by education policymakers in recent years, prepare high school students for college coursework and allow them to gain early college credits to ease their pathway to a degree. The Commonwealth of Kentucky passed legislation in 2009 to boost such efforts aimed at increasing the percentage of students ready for college and career. Dual enrollment programs allow students to enroll simultaneously in a high school and postsecondary institution with credit coming from either the postsecondary institution or both. Dual credit programs allow academic credit from both the high school and postsecondary institution for the same course.

CEEP’s work with Regional Educational Laboratory (REL) - Appalachia investigates how these programs are carried out in a subset of Kentucky’s rural districts which range in size, location, and program offerings. Data collection – phone interviews, demographic information, literature reviews – captures the experiences of K-12 and postsecondary administrators and other key stakeholders as they design and implement dual enrollment and dual credit programs.

To read the full Indiana University media release on CEEP’s participation in the study, please click here.

August 25, 2014

Study by the Equity Project leads August issue of American Educational Research Journal

The paper, “Parsing Disciplinary Disproportionality: Contributions of Infraction, Student, and School Characteristics to Out-of-School Suspension and Expulsion,” represents a significant contribution to the national conversation about exclusionary discipline. The Equity Project conducted a multilevel examination of the relative contributions of infraction, student, and school characteristics to rates of racial disparities in out-of-school suspension and expulsion. For racial disparities, the study found school-level variables, including principal perspectives on discipline, appear to be among the strongest predictors. The researchers concluded that such a pattern suggests that schools and districts looking to reduce racial and ethnic disparities in discipline would do well to focus on school- and classroom-based interventions.

The Equity Project, housed at CEEP, is a consortium of projects dedicated to providing high-quality data to educational decision makers in order to better understand and address issues regarding educational equity and bridge the gap between research and practice.

Director Russell Skiba, Ph.D., is a professor of counseling and educational psychology at Indiana University’s School of Education. He has worked with schools across the country, directed numerous federal and state research grants, and published extensively in the areas of school violence, school discipline, classroom management, and equity in education. Dr. Skiba was a member and the lead author of the American Psychological Association's Task Force on Zero Tolerance. He has testified before the United States Civil Rights Commission and both Houses of Congress on issues of school discipline and school violence.

Other researchers on the study were Choong-Geun Chung, Megan Trachok, and Timberly L. Baker at Indiana University, Adam Sheya at University of Connecticut, and Robin L. Hughes at Indiana University-Purdue University at Indianapolis.

Click here to download the article from the Equity Project website.
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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