Archived Reports with Summary
Analysis of College in the Schools (CIS) Surveys
(August 2004)
The College in the Schools (CIS) program delivers
introductory-level University of Minnesota courses to high school junior
and senior students in their local high schools. These courses are
taught by their high school teachers and are a means of providing
advanced curriculum to those students who are ready for highly
challenging content. The survey asked about participants’ experiences
after high school including whether they attended college, whether the
University credit received was recognized at their college, and how CIS
did or did not prepare them for college. These are survey results and
analysis of the CIS program.
Executive summary and analysis (in print/save
friendly versions)
Executive Summary
Impact Survey Analysis
Follow-up Survey Analysis
21st Century Community Learning
Centers: Pathways to Progress, Saint Paul Public Schools - Final
Evaluation Report (March 2004)
Pathways to Progress is a three year, federally funded
grant that establishes community learning centers at each of the eight
Saint Paul Public School sites. These community learning centers are
designed to provide coordinated expanded day and year community learning
activities for students, families and community members in Saint Paul.
Final Report (in print/save friendly version)
Leadership for Literacy Grant:
Evaluation Report (Summer 2002)
The Leadership for Literacy Grant, competitively
awarded to Minnesota School District 622, has had a goal of building
leadership for literacy through the design and implementation of
professional learning communities. Grant resources provided for a
set of activities, which were designed to foster a collaborative
culture in the district among teachers and staff.
Report (in print/save friendly versions)
Differentiating the Curriculum: What
Difference Does it Make? (AERA April 2002)
This randomized experiment at the middle school level
examined the differential effects of the "one-size-fits-all" approach to
instruction and the instructional practice of differentiating the task
so the "task fits individual" in a teacher-assigned and a student-chosen
condition. The study examined the effects of these three conditions on a
variety of achievement and reasoning behaviors for students of various
skill levels.
Report (in print/save friendly versions)
Enhancing the Valuing of and Commitment
to Effortful Achievement: An Achievement Goal Approach (AERA April
2002)
This study conducted in a field context at the
middle-school level investigated the effects of task differentiation
and the task assignment process on the co-variance of effort and
achievement outcome and the differential emphasis that students
place on ability and effort in explaining the causes of their
achievement.
Report (in print/save friendly versions)
Mott Foundation: Use of
Continuous Improvement and Evaluation in Before- and After-School
Programs (2001)
This study, supported with funding from the Charles
Stewart Mott Foundation, is intended to provide "quick turnaround"
information to inform the future direction of the Foundation related to
building the capacity of after-school programs to engage in evaluation /
continuous improvement (CI) efforts to promote program improvement.
Reports (in print/save friendly versions)
- Final Report 2001
- Appendix A
- Appendix B
- Appendix C
School Start Time Study (1998-2001)
Effective with the 1997-98 school year, the Minneapolis
School District changed the starting time of its seven comprehensive
high schools to 8:40 AM. and the dismissal time to 3:20 PM. Prior to the
change, classes began at the high schools at 7:15 AM and dismissed at
1:45 PM. In the 1997-98 school year, the Center for Applied Research
(CAREI) in the College of Education and Human Development at the
University of Minnesota was asked by the Minneapolis School Board to
examine the impact of the later start upon its students, staff,
families, and community members. The information from that study can be
found in "Start Time Study Report of Findings," November 1998, as a
bound report provided to Minneapolis School District administrators.
Reports (in print/save friendly versions)
- 2001 Executive Summary
- 1998 Executive Summary
- Full Report Volume I
- Full Report Volume II
Changing Times: Findings From
the First Longitudinal Study of Later High School Start Times
[PDF] (from NASSP Bulletin - Vol. 86 No. 633 December 2002. Available in
PDF format only.) by Kyla Wahlstrom
Seven Topics in Education: A Review
of the Literature for School District 112 (December 2001)
Changes of every sort pose significant challenges to
school districts today. It seems each day we are confronted with a new
set of concerns, which force us to ponder again the best approach to
schooling. Schools today, for instance, are under pressure from all
sides to be fiscally efficient, rigorously accountable for student
outcomes, and technologically advanced; while at the same time we demand
that those schools be safer, more nurturing and also beautifully
designed. These elements need not be mutually exclusive - that is to say
- they may co-exist. The challenge for decision makers is to strike that
perfect balance of benefits, both short and long term, with costs. This
document is aimed at addressing seven topic areas in education. It is
hoped that the document will stimulate questions, encourage discussion,
and provide some guidance for decision making.
Evaluation Report (in print/save friendly versions)
Report (in print/save friendly versions)
Blocking the
School Schedule: Potential for Instructional
Change (UCEA November 2001)
For seven years, researchers at the Center for Applied
Research and Educational Improvement (CAREI), College of Education and
Human Development, University of Minnesota, have been conducting
evaluations of block scheduling for school districts across Minnesota
and Wisconsin. Thirty-six high schools and 14 middle/junior high schools
have requested some or all of the following evaluation methods: teacher,
student, or parent surveys; classroom observation; or focus groups of
teachers, students, or parents.
Report (in print/save friendly versions)
Dissemination With Impact: What Research
Suggests for Practice in Career and Technical Education (September
2001)
The purpose of this review is to examine what we know
about dissemination, based on both the literature that refers
specifically to Career and Technical Education (CTE), and that which is
drawn from education and related fields. Ricketts' (1982) literature
review indicated that research on the dissemination of vocational
education products was "slightly negative to strongly negative," and
that "The understanding of dissemination's role in the process of
innovation and change is much too weak" (3). After reviewing the
published literature in the field, it appears that his assessment of
nearly two decades ago cannot be easily challenged. Thus, our purpose is
to introduce dilemmas that may advance the CTE dissemination field
rather than to validate current "best practice."
Report (in print/save friendly versions)
21st Century Community Learning Centers:
Pathways to Progress Project, Saint Paul Public Schools (Fall 2001)
Pathways to Progress is a three year, federally funded
grant that establishes community learning centers at each of the eight
Saint Paul Public School sites. These community learning centers are
designed to provide coordinated expanded day and year community learning
activities for students, families and community members in Saint Paul.
Report (in print/save friendly versions)
The Role of Professional Learning
Communities In International Education (July 2001)
This paper examines five questions that possess
theoretical and empirical significance for educational leaders who are
asked to create learning cultures among teachers in their school: 1).
What is a professional learning community? 2). What is its importance to
school improvement efforts? 3). What is its relevance to international
education at this time in history? 4). What are the inherent tensions
involved in its development? And 5). What role can leaders play to
manage these tensions?
It's OK to be Stupid: Contributions Professional
Community Makes to Exemplary Technology Use
Framework and Methodology for The Exemplary
Technology-Supported-Schooling Case Studies Project
Sustainability and Transferability of Instructional
Reforms
New Teacher and Student Roles in the
Technology-Supported Classroom
Teachers' Professional Development For
Vital Middle Schools: What Do We Know And Where Should We Go? (2001)
Over the last decade the challenges to educators, both
from within and outside the profession, have been numerous and often
conflicting. Much of the time the difficulties appear overwhelming, as
schools are confronted with seemingly endless challenges such as
changing demographics, a sense that student engagement and faith in
education is declining, and problems of attracting and retaining high
quality faculty and administrators to work in an embattled professional
setting.
In this paper I will argue that we have lapsed into
constrained, but easy, thinking about how to make middle schools a
reality through teacher development. This has occurred not because the
specific goals are wrong, or even the short-term strategies, but because
we have not considered all of the larger implications.
Report (in print/save friendly versions)
Linking Authentic Instruction to
Students' Achievement Using Peer Coaching, Evaluation Report (Summer
2001)
In an effort to improve teaching and learning and to
assist teachers in implementing the graduation standards, the Minnesota
Department of Children, Families and Learning sponsored a project called
Linking Authentic Instruction, which provided a group of predominantly
secondary social studies teachers in the Minneapolis School District the
opportunity to participate in a series of professional development
seminars.
The goals of the seminars were for teachers to be able
to: 1) Translate the theoretical framework that links the Minnesota High
Standards and authentic pedagogy (instruction and assessment) into
practice; 2) Create peer-coaching teams to embed the authentic
instruction criteria into daily practice at each participating site; 3)
Implement model lessons and score their own students' work. This report
is a result of an evaluation done to answer these questions.
Report (in print/save friendly versions)
Monarch Monitoring: A
Teacher/Student/Scientist Research Project
The Monarch Monitoring Project was a field research
experience designed to enhance the capacity of middle and high school
teachers to incorporate active research into classroom teaching. Active
research was defined as students involved in formulating questions
and/or designing research protocol, collecting and interpreting data,
and reporting results.
Report (in print/save friendly versions)
Case Studies
SciMathMN - Charting a New Course: A Study
of the Adoption and Implementation of Standards-Based Mathematics
Curricula in Eight Minnesota School Districts (Fall 2001)
Across the state of Minnesota, school districts have
adopted a variety of new mathematics curricula developed in the 1990s
with the support of the National Science Foundation. As of spring 2000,
more than 100 districts in Minnesota were using one of these
standards-based curricula at the elementary, middle and/or high school
levels. This is the final report of the multi-year study of
implementation and impact of standards-based curricula in Minnesota in
several district settings.
Report (in print/save friendly versions)
Education Minnesota's TALL Project: Teachers
as Learners and Leaders Second Annual Evaluation Report (July 2002)
Report (in print/save friendly versions)
Education Minnesota's TALL Project: Teachers as Learners and Leaders
(July, 2001)
The Legislature has provided assistance in the form of
categorical aid for staff development. State law requires school
districts to set aside two percent of their basic revenue for staff
development. During the 2000 session, the Legislature allocated
money to the Department of Children, Families, and Learning (CFL) for a
number of Best Practice grants. One of these Best Practice grants was
earmarked for Education Minnesota. This grant became the Teachers as
Learners and Leaders (TALL) project.
Report (in print/save friendly versions)
Alternative Calendars: Final Report by the
Working Group (February 1999)
This report from a working group convened by the
Minnesota Department of Children, Families & Learning examines evidence
on the educational and fiscal outcomes of year-round education and
issues encountered in implementing year-round educational programs in
Minnesota.
- Report (in print/save friendly versions)
- Table 4
1997-98 Extended Learning and
Year-Round Program in Six Districts: An Overview (February 1999)
In 1995, the Minnesota Legislature began allocating
funding to promote year-round and extended day, week, and year programs.
This report describes the nature of the programs offered during 1997-98
school year and their related outcomes. Profiles for each program are
located in the appendices.
Report (in print/save friendly versions)
Year-Round Education (November 1998)
In an effort to inform activities and policies related
to recent Minnesota legislation on alternative school calendars, this
article provides a comprehensive and updated review of the literature
and research on effective models of year-round education.1 It begins
with an overview of the legislation, followed by a description of the
various models of year-round education (YRE) being implemented
nationwide, a discussion of the perceived advantages and disadvantages
of these alternative calendars, a review of research on the effects of
YRE on student achievement and related outcomes, and finally, a summary
of key policy issues raised by YRE.
Report (in print/save friendly versions)
Minnesota Charter Schools Evaluation (May
1998)
An evaluation team from the University of Minnesota was
selected to complete an 18-month study in February 1996 by the Minnesota
State Board of Education. The evaluation was to focus on three policy
questions regarding Minnesota charter schools, 1) are Minnesota charter
schools doing what they were designed to do; 2) are charter schools
improving student achievement; and 3) are charter schools successful?
This is the interim report completed in December 1996 and presented to
the Board in early 1997.
Report (in print/save friendly versions)
Also available online
Appendices (in print/save friendly versions)
1995-97 Legislative brief, Extended
Learning and Year-Round Program in Six Districts: An Overview. (February
1998)
Beginning in 1995 the Minnesota Legislature allocated
funding to promote year-round and extended day, week, and year programs.
This report describes the nature of these programs and related outcomes.
Profiles for each program are in the appendices.
Report (in print/save friendly versions)
St. Paul Public Schools Extended Learning
Programs: Evaluation Report (1997)
In 1995, the Minnesota Legislature provided funding for
year-round schools and extended day, week and year programming. Such
programs are viewed as a way to increase student achievement, skills,
and self-confidence through more flexible use of learning time. In March
of 1996, the Saint Paul Public School district enlisted the Center for
Applied Research and Educational Improvement to conduct an evaluation of
its extended day, week and year programs.
Report (in print/save friendly versions)
Integrated Services for Children and
Families - Collaborative Initiatives: A Review of the Literature (March
1996)
This review of the literature is intended for use by
organizations and agencies who are working collaboratively to improve
outcomes for children and families by developing integrated services in
their communities. The factors outlined in this review have been
identified by researchers, experienced service practitioners and
organizational theorists as key components in designing, implementing
and evaluating the impact of collaborative initiatives to develop
integrated services. The information is organized in a framework that
reflects primary areas of importance in evaluating the implementation
(or processes) and impact (or outcomes) of collaborative initiatives
focused on service integration.
- Report (in print/save friendly versions)
- Accessing Available Data Related to Core Indicators
- Preparing a Community Progress Report
Minnesota Educational Effectiveness:
Evaluation Report (1995-96)
(Available from Dr.
Kyla Wahlstrom: wahls001@umn.edu)
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