Cpre Knowledge Hub

High schools throughout the U.S. are expanding opportunities for students to earn college credit before graduation. And while many studies have examined the connections between advanced placement credit and college achievement, few have identified exactly what students are doing with those credits at the post-secondary level. Peabody College, Vanderbilt University researcher Brent Evans recently led a national study to find out. He joins CPRE Research Specialist Robert Nathenson to discuss his findings and their potential implications for school districts, states, colleges, and policymakers. Guest hosted by Peter Horn, of the Point of Learning podcast.

Maryanne Wolf, renowned literacy scholar and author of "Proust and the Squid," joins CPRE Director Jonathan Supovitz to discuss the latest scientific research on reading, learning, and the impact of digital screens. She also shares insights from her upcoming book "Reader Come Home: The Reading Brain in a Digital World," her new article in Kappan Magazine, and offers advice for teachers, leaders, and everyday readers hoping to adapt to a digital world. Part of the CPRE Knowledge Hub and Kappan Magazine's 'What We've Learned About Learning" podcast series. To read more about learning science and education, pick up the Dec/Jan 2018 issue of Kappan Magazine or visit www.kappanonline.org.

Renowned cognitive scientist, author, and former K-12 teacher Pooja Agarwal joins CPRE senior researcher Abigail Gray to share four simple, science-backed strategies to improve teaching and learning. She also shares insights from her upcoming book "Powerful Teaching: Unleash the Science of Learning," her new article in Kappan Magazine, and provides a wealth of free resources for teachers and policymakers hoping to close the gap between learning science and the classroom. Part of the CPRE Knowledge Hub and Kappan Magazine's 'What We've Learned About Learning" podcast series. To read more about learning science and education, pick up the Dec/Jan 2018 issue of Kappan Magazine or visit www.kappanonline.org/

Renowned researcher, author, and former teacher Tracey Tokuhama-Espinosa joins CPRE Director Jonathan Supovitz to discuss "neuromyths," those false or misinterpreted facts we continue to believe about the human brain. She also shares insights from her new book "Neuromyths: Debunking False Ideas About the Brain," her new interview in Kappan Magazine, and offers suggestions for teachers, education researchers, and policymakers hoping to move past debunked theories and bring the latest brain science to the classroom. Part of the CPRE Knowledge Hub and Kappan Magazine's 'What We've Learned About Learning" podcast series. To read more, pick up the Dec/Jan 2018 issue of Kappan Magazine or visit https://www.kappanonline.org/

Amid widespread funding struggles and a changing national workforce, education officials and stakeholders are seeking out reforms and radical new approaches to teacher retirement benefits. We speak with Manhattan Institute senior fellow Josh McGee, whose new paper examines current retirement systems in New York and Philadelphia and attempts to model teacher attitudes toward traditional and defined-benefit plans. McGee sits down with guest host Peter Horn, of the Point of Learning podcast, to discuss his findings, and an alternative system that could have a profound impact for new teachers.

In a world of "fake news," "advertorials," "sponsored posts," and other potentially misleading content, the ability to properly vet social and political information online has become a vital skill. But are we properly teaching it to students? A new study led by Stanford University's Sarah McGrew finds that students at nearly all levels - from middle school through college - struggle to evaluate online information, and often fail to ask essential questions regarding the origins and motives of various content. McGrew sits down with CPRE Research Specialist Robert Nathenson to discuss her findings and offer some tips and free resources to teachers, policymakers, and education researchers hoping to address this problem.

On a special edition of Research Minutes, Drew University researcher and renowned education policy expert Patrick McGuinn speaks with CPRE Director Jonathan Supovitz about the 2018 midterm elections and what they could mean for public education. How would a so-called "Blue Wave" - or Republic victories in the House and Senate - impact issues like federal and state education funding, student civil rights, school infrastructure, or recent proposals for "tuition-free" college? McGuinn also discusses the agenda items that will be facing state and federal lawmakers regardless of party control, including teacher pay, pension funding, and higher education accountability.

For decades, researchers and education officials have used the National School Lunch Program as a key indicator of economic disadvantage. Federal and state officials gauge student need and guide millions of dollars in education funding based on enrollment for free or reduced-price lunch. Now, new research suggests this indicator may not be as valid as it seems. In this edition of Research Minutes we speak with Thurston Domina, researcher with the University of North Carolina at Chapel Hill and lead author of a new, multi-state study of education records, household income, and census data, which sheds new light on this long-standing metric. Domina joins CPRE Research Director Jonathan Supovitz (University of Pennsylvania) to discuss his findings, which also include a surprising correlation between lunch program enrollment and student achievement.

As states increasingly call for standards-based Pre-K programs, teachers and administrators often struggle to balance traditional child development practice with external standards and policies. In this edition of Research Minutes we welcome University of Wisconsin-Madison researcher Elizabeth Graue, lead author of a new, multi-state, comparative case study titled "What Guides Pre-K Programs?" published in Teachers College Record in August 2018. Graue joins CPRE Director Jonathan Supovitz (University of Pennsylvania) to discuss her findings and their implications for Pre-K administrators, teachers, and policymakers.

Despite a growing demand for post-secondary education in communities across the U.S., millions of residents currently live in what researchers call “higher education deserts,” areas where students have limited or no access to a public, broad-access four-year university. On this episode of Research Minutes we speak with University of Wisconsin-Madison researcher Nicholas Hillman, one of a small number of researchers currently studying higher education deserts and their impacts on local students and families. Hillman joins CPRE research specialist Robert Nathenson to discuss his research and offer some tips to those hoping to understand and address this unique problem.

For many years, new candidates for principal licensure have typically been assessed on their professional experience, education, and their performance on a written or online leadership exam. Recently, however, some states have begun exploring performance assessments for principal licensure, requiring candidates to demonstrate skills and proficiency in key leadership areas. On this edition of Research Minutes we speak with Fordham University researcher Margaret Terry Orr, who spent the last five years working with the Commonwealth of Massachusetts as it rolled out new leadership preparation training and performance assessment requirements for principal candidates. Orr, who is now working on a similar initiative in California, speaks with Consortium for Policy Research in Education (CPRE) co-Director Jonathan Supovitz (University of Pennsylvania) about her findings and the promise of performance assessment for leaders.

From 2009 through 2016, school districts and charter school organizations in four states participated in a sweeping, $575 million educational initiative sponsored by the Bill and Melinda Gates Foundation, titled Intensive Partnerships for Effective Teaching. The initiative sought to build new, comprehensive systems of teacher evaluation and connect low-income minority students with quality educators, as part of a wider effort to improve student outcomes. Despite years of effort and considerable resources, however, the initiative fell short. In this edition of Research Minutes, we speak with the RAND Corporation’s Brian Stecher, who led a team of researchers from RAND and the American Institutes for Research in conducting a six-year evaluation of the Gates Foundation initiative. Stecher discusses his team’s final report, published in June of 2018, which found that while the initiative did bring some improvements to the host sites, it failed to make an impact on student achievement.

Established in 2008 as a partnership between the City of Pittsburgh, Pittsburgh Public Schools, and the University of Pittsburgh Medical Center, The Pittsburgh Promise has since provided more than $120 million in college scholarships to eligible graduates of Pittsburgh's public schools. But is it working? On this episode of Research Minutes, University of Pittsburgh School of Education researcher Lindsay Page speaks with CPRE researcher Robert Nathenson (University of Pennsylvania) about her recent study of the Pittsburgh Promise and its impacts on college enrollment and persistence. Her study, The Promise of Place-Based Investment in College Access and Success: Investigating the Impact of the Pittsburgh Promise, was co-authored by Jennifer Iriti, Danielle Lowry, and Aaron Anthony (University of Pittsburgh). It was published in Education Finance and Policy in 2018. Lindsay Page is an assistant professor of research methodology at the School of Education and a research scientist at the Learning Researc

Carrie Conaway, chief research and strategy officer for the Massachusetts Department of Elementary and Secondary Education, speaks with CPRE Knowledge Hub Director Bobbi Newman about her analysis of state-level research needs and provides tips for both researchers and policy makers hoping for more effective collaboration.

Vanderbilt University researcher Jason Grissom (Vanderbilt University) discusses his recent study on how - and why - principals ultimately leave their schools, and provides some suggestions for districts hoping to retain and support their most effective school leaders.

Education researcher Elizabeth Farley-Ripple (University of Delaware) speaks with CPRE Knowledge Hub Director Bobbi Newman about a new conceptual framework for researchers and practitioners, and its potential to inform new, more collaborative approaches to educational research.

CPRE Hub director Bobbi Newman speaks with CPRE senior researchers Henry May (University of Delaware), Abigail Gray (University of Pennsylvania), and Philip Sirinides (University of Pennylvania) about their monumental study of Reading Recovery, a national intervention designed to improve literacy achievement in struggling first-graders.

Joshua Goodman, Associate Professor of Public Policy at the Harvard Kennedy School, sits down with CPRE, Research Specialist, Robert Nathenson to discuss Benjamin Castleman and Joshua Goodman's study, Intensive College Counseling and the Enrollment and Persistence of Low Income Students, which was published in the journal, Education Finance and Policy in January 2018. Goodman shares the findings of their study on the impact of intensive college counseling to improve college enrollment and completion for disadvantaged students and the importance of studying interventions in education.

Outcomes five and twelve years Later — Janet Rosenbaum shares findings from study that compares #edu & criminal justice outcomes for 480 youth suspended from schools with those of 1,193 matched non-suspended youth. Download report: http://bit.ly/2GzyQuV

— The CPRE Knowledge Hub is headquartered at the University of Pennsylvania Graduate School of Education. For more videos, podcasts, research analysis, and interactive discussion in the realm of education, visit http://www.cprehub.org or follow @cprehub on Twitter.