EDLR’s Casey Cobb was noted in the CT Mirror regarding a journal he co-authored (2009) on how interdistrict choice effects student achievement, based on a study conducted in Hartford.
Author: Leah Ward
Preston Green Served on NEPC Research Panel
EDLR’s Dr. Preston Green recently served on the 12th Annual National Education Policy Center (NEPC)’s research panel, held on Sept. 14, 2018. The talk was titled The Challenge of Making Research Usable and Used and included panelists:
Erica Frankenberg from Pennsylvania State University
Genevieve Siegel-Hawley from Virginia Commonwealth University
Preston Green from the University of Connecticut
The panel discussion was open to all faculty, students and community members and was held at the University of Colorado Boulder.
Advocacy Group Calls for More Oversight of Calif. Charter School Spending
EducationDive (Research by Professor Preston Green referenced)
Summer 2018: Issue Briefs
This summer, the Neag School of Education caught up with three doctoral students in the Learning, Leadership, and Education Policy program regarding their research that were recently released as issue briefs, in connection to the Center for Education Policy Analysis. Read more on their individual thoughts and recommendations for education:
Samuel J. Kamin writes about Career and Technical Education – Current Trends and Results
Alexandra Lamb discusses How School Districts are Introducing Technology Into Classrooms Through 1:1 Programs
Chelsea Connery examines the Impact of Undocumented Status on Children’s Learning, as well as the implications for schools
CEPA is a research center based at the Neag School that seeks to inform educational leaders and policymakers on issues related to the development, implementation, and consequences of education policies. Learn more about CEPA at cepa.uconn.edu.
Issue Brief: The Impact of Undocumented Status on Children’s Learning
Chelsea Connery ’13 (ED), ’14 MA, a former public school teacher and now a Neag School doctoral student in the Learning, Leadership, and Education Policy program, prepared the following issue brief — in affiliation with the Center for Education Policy Analysis (CEPA) — about the impact of undocumented status on children’s learning, as well as the implications for schools.
Startup helps adults learn new skills, but especially have fun
Adult Learning’s Robin Grenier is quoted in The Columbus Dispatch on the adult learning process.
The Gates Foundation Bet Big on Teacher Evaluation
The Gates Foundation Bet Big on Teacher Evaluation. The Report it Commissioned Explains How Those Efforts Fell Short. EDLR’s Morgaen Donaldson comments on the report in the Chalkbeat
Preparing a School District for a 1:1 Technology Initiative: Issue Brief
Alexandra Lamb, a doctoral student in the Learning, Leadership, and Education Policy program at the Neag School, prepared the following issue brief — in affiliation with the Center for Education Policy Analysis (CEPA) — about school districts that are introducing technology into classrooms through what are known as 1:1 programs.
Career and Technical Education Issue Brief: Current Trends and Results
Samuel J. Kamin, a doctoral student in the Learning, Leadership, and Education Policy program at the Neag School, prepared the following issue brief on career and technical education in affiliation with the Center for Education Policy Analysis (CEPA), a research center based at the Neag School that seeks to inform educational leaders and policymakers on issues related to the development, implementation, and consequences of education policies.
Racial Isolation of Charter School Students Exacerbating Resegregation
NEA Today (Professor Preston Green quoted)