Publications, projects, and other resources appear below.
Teach to One: Math (TtO) is an innovative model of teaching mathematics that re-envisions the way in which teachers, students, and curriculum interact in middle and high school classrooms to provide a more personalized learning experience for every student. Through a technology-infused mix of direct instruction, collaborative work with peers, and individualized learning, TtO seeks to introduce students to mathematics content at the right level for them. This study compares three-year math test score growth on the NWEA’s MAP test at all 14 schools that used TtO from 2015-16 to 2017-18 to a national reference group, controlling for each student’s starting score. This study also begins to explore the relationship between the content students are presented with during the year and their subsequent test score gains. See more and read the full report.
Kimberly Austin, Lucero Batista, Mahua Bisht, Andrew Karas, Jesse Margolis, and Andy Sonnesyn
Newark Public Schools (NPS), in partnership with most of the city’s charter schools, developed a universal enrollment system in 2013. Like a growing number of cities, Newark adopted universal enrollment to lessen the impact of resource and other inequalities on families’ ability to exercise school choice. Newark’s system, called Newark Enrolls, was to be guided by seven principles: choice, access, community, equity, reliability, ease, and transparency. With four enrollment cycles completed and over 36,000 students placed, the Newark community is now in a position to assess the impact of Newark Enrolls. In this report, MarGrady Research and the Center for Public Research and Leadership (CPRL) at Columbia University use quantitative and qualitative data to examine enrollment patterns and practices under Newark Enrolls. See more and read the full report.
Newark’s public schools entered the national spotlight in 2010 when it was announced that $200 million in private philanthropy would be donated to the school district. This gift supported numerous significant reforms in the city’s public schools, and these reforms generated substantial upheaval, as has been well documented elsewhere. Less well documented is the progress the city’s public schools have made over the past seven years. The study seeks to fill that gap, taking multiple approaches to analyzing progress in Newark using student test scores at the elementary and middle school level, the graduation rate at the high school level, and student enrollment at all levels. Where possible, this study also replicates earlier work by other researchers, updating their analysis with the most recent data available. See more and read the full report.