Strategic Education Research Partnership Institute

Sustaining literacy practices over time: codifying knowledge through micro-credentialing serp received a four-year, two-million-dollar grant from ies to partner with the district of columbia public schools (dcps), and a research team from harvard and the university of maryland to develop and test an intervention consisting of two micro-credential courses. The first course will target effective use of student time in literacy centers, a structure for instruction used in the large majority of k-2 classrooms. The second course will target the use of academically productive talk (apt), an instructional practice that supports deep reading comprehension and student engagement but is not widely used. Both courses are being developed in collaboration with dcps literacy leaders. Dcps k-2 classrooms footage is being collected and will be incorporated into instructional videos featuring researchers and dcps literacy leaders. Course content will be revised in response to feedback from teachers in usability studies conducted through an iterative development process. Schools will be randomly assigned to participate in each of the courses in year 3 of the study. Eligible teachers in the treatment schools will include those in grades k-2 who are in their first three years of teaching, and those who are in warning status on their teacher evaluation. The impact of the courses on teachers' practice and student learning will be evaluated.

Adapting stari to accelerate student reading achievement in middle grades serp was awarded a two-year, 1-million grant as part of ies' leveraging evidence to accelerate recovery nationwide (learn) network, which focuses on adapting and preparing to scale existing, evidence-based products that have the potential to accelerate students' learning relative to pre- pandemic rates of growth. The purpose of this project is to further adapt and assess the impact of the strategic adolescent reading intervention (stari) to respond to the urgent need to accelerate learning among middle grades students reading two or more years below grade level. The goals of this project are to identify barriers to uptake and implementation of the program, to develop the highest priority adaptations that address students' needs, and to test the effects of stari on students' academic outcomes. Adaptations will be prioritized according to a roughly estimated rate of return, and the highest priority adaptations will be undertaken within the grant period to the extent possible. The research team will assess the effectiveness of stari for accelerating student reading growth using a regression discontinuity design that will allow for comparison of students who participate in stari in one partner district with those who do not. The team will also compare current stari students' growth trajectories with reading growth of middle school students in the same schools in 2017-18 and 2018-19, in order to analyze stari's effectiveness as compared with pre- pandemic rates of growth.

1. Center for success for english learners 2. Geometry by example 3. Building capacity to support struggling adolescent readers 4. Math by example 5. Learning progressions in science 6. Internal coherence 7. Wordgen weekly 8. Nycps ais pd 9. Development and innovations of the translate 10. Strengthening infrastructure for research and practice