|December 17, 2014||
“You Can’t Fix What You Don’t Look At: Acknowledging Race in Addressing Racial Discipline Disparities” is the latest paper published by the Discipline Disparities Research-to-Practice Collaborative, a group of 26 nationally recognized experts from the social science, education and legal fields. The authors highlight how our interactions across racial lines continue to yield differential outcomes in school discipline, with devastating consequences for many youth of color. Instead of avoiding the topic, the paper suggests giving schools specific recommendations for addressing the difficulties in tackling the racial dynamics in disparities in discipline.
Russell Skiba, a member of the Discipline Disparities Collaborative, is professor of counseling and educational psychology at the Indiana University School of Education and director of The Equity Project housed in the Center for Evaluation & Education Policy.
|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
European Evaluation Society Biennial Conference, October 1-3, Dublin, Ireland
National Science Foundation’s Grants Conference, October 6-7, Arlington, Virginia
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.
American Evaluation Association Conference, October 15-18, Denver, Colorado
|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.
|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.
|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