Iterating Toward Openness

AUGUST 31, 2022

Back in 2020 I was invited to write a very brief piece about how OER research might inform pandemic practice. The analysis found no difference in outcomes for students in Biology and Earth Science. But that’s no reason not to share it. Leveraging the “No Significant Difference” Effect for OER Advocacy.

OER 150

OER Outcomes Comparison Study 150

The Hechinger Report

MAY 20, 2020

IXL’s research simply compares state test scores in schools where more than 70 percent of students use their program with state test scores in other schools. This analysis ignores other initiatives happening in those schools and the characteristics of the teachers and students that might influence performance. The results were stark.

Company 145

Company Pearson E-rate Software 145

edWeb.net

MARCH 16, 2020

Panelist Phyllis Jordan, editorial director at FutureEd, pointed to the results of the organization’s analysis of states’ 2017 ESSA plans, which require one non-academic indicator for school assessments. This information provides insight into the reasons (e.g., Data that Drive Solutions.

Policies 52

Policies Dropout Outcomes Comparison 52

MIND Research Institute

NOVEMBER 16, 2016

Let’s take a look at three aspects of the problem, which feed into each other: Once an innovative new program is chosen, it is often not used broadly across an entire school, nor at scale across a whole district. Teachers and staff don’t receive the time and support they need to use the new program with fidelity.

Program Evaluation 40

Program Evaluation Study Analysis Training 40

MIND Research Institute

JANUARY 16, 2018

The biggest problem with relying solely on fully experimental RCT studies in evaluating edtech programs is their rarity. In order to meet the requirements of full experiments, these studies take years of planning and often years of analysis before publication. Download the Program Evaluation Rubric (with ST Math notation).

Study 85

Study EdTech Program Evaluation Assessment 85

edWeb.net

NOVEMBER 15, 2018

While educators should track performance data to help inform their overall view on a district, school, or class, they need to keep in mind basic data analysis principles to ensure that they aren’t getting a false image of their students’ achievement. Prior to looking at data, educators need to avoid two major pitfalls.

Analysis 40

Analysis Data EdTech Assessment 40

edWeb.net

MAY 27, 2021

Careful listening and data analysis can then lead to a strategic diversity plan that includes prioritizing resources, creating multicultural goals, and developing aligned professional development. The Path Forward. Within the teaching and learning category, one goal is to make sure the curriculum is diverse, equitable, and inclusive.

Professional Learning 63

Professional Learning Elementary Policies Assessment 63

MIND Research Institute

MAY 9, 2019

“We look forward to using ST Math to help IES realize its vision of a healthier and better-informed market in education program evaluations. Our previous IES collaboration was extremely informative and established ST Math’s strong impact evidence.

Study 45

Study eBook EdTech Common Core 45

MIND Research Institute

MAY 9, 2019

“We look forward to using ST Math to help IES realize its vision of a healthier and better-informed market in education program evaluations. Our previous IES collaboration was extremely informative and established ST Math’s strong impact evidence.

Study 40

Study eBook EdTech Common Core 40

Edsurge

MAY 21, 2019

Summative Research This is all about outcomes and includes the classic RCT and QED research programs. Evaluating outcomes in this way takes both time and financial resources. It gives companies real-time information about how a product is working. We see efficacy portfolios including three forms of research: 1.

EdTech 128

EdTech Company Outcomes Study 128

The Hechinger Report

JULY 20, 2021

As we reimagine policing, we must create better data systems and technology to inform our new policies. Whereas we once were forced to limit the scope of policy and program evaluations to one or two key research questions, we now can harness new data sources and technology to broaden the quest. Innovation is not inherently good.

STEM 127

STEM Analysis Policies Data 127