With funding from the Institute of Education Sciences, and in partnership with the Delaware Department of Education (DOE) Office of Higher Education, the goal of this project is to improve the college readiness of Delaware students by (a) better understanding the factors that influence students’ readiness for college, (b) identifying promising strategies in high schools with lower-than-expected rates of college remediation, and (c) exploring the potential for earlier intervention through enhancements to Delaware’s existing systems, policies, and practices.

The research plan is guided by the following research questions:

1. What are the most prevalent course trajectories in middle and high schools in math, English and science?
   1. Of these, which trajectories have the highest rates of college enrollment and the lowest rates of college remediation?
2. How do students’ state testing results (proficient vs. below proficient) influence their course trajectories in middle and high school (e.g., Algebra in 8th grade) and subsequent college readiness classification (e.g., SAT scores)?
3. How do 9th and 12th graders describe their reactions and experiences after being labelled proficient versus not on the 8th grade state test, or college-ready versus not on the 11th grade SAT?
4. How do schools influence students’ course trajectories?
   1. How do high schools use prior assessment scores to track students into courses?
   2. To what extent are schools “under-matching” students regarding college preparatory courses?
   3. What are the most promising strategies implemented in schools that are “beating the odds” (i.e., have higher college attendance rates and/or lower college remediation rates than predicted)?
5. Can Delaware’s existing early warning system (currently focused on predicting academic failure or dropout) be enhanced by adding information about on-track status for college readiness?

Research Design

The answers to these research questions will be based on a research design and analytic strategy intended to identify malleable factors by exploring potential effects of current policy and practice on student outcomes, including rigorous evidence of causal impacts of the proficiency labels produced by the SBA and the college readiness labels produced by the PSAT and SAT. More specifically, the study includes a regression discontinuity design coupled with a mixed methods approach using a sequential explanatory design (QUANT→qual) (Creswell & Plano Clark, 2010) to deepen our understanding of large-scale quantitative findings through qualitative inquiry.

Data Sources

Much of the data for this study come from the DOE’s statewide longitudinal data system and the National Student Clearinghouse database. The data are anonymized (student’s names, ID numbers, and other identifiers were removed and replaced with anonymous ID numbers) and are linked year to year from 2011 onward (eventually through 2026), which enables analyses over time of individual students’ test scores, course enrollments, grades, attendance, and other factors related to success in high school and enrollment in college. We are also conducting interviews with students and school staff to better understand how the experiences of students vary in difference schools and contexts, and how district and school policies and practices around course offerings and academic programs may influence students’ trajectories through high school and into college.

Publications & Presentations

May, H., Van Horne, S., & Headley, M. G. (2024, September). School Value-Added Effects on College Readiness and Enrollment: A Statewide Analysis in Delaware. Paper presented at the annual conference of the Society for Research in Educational Effectiveness (SREE), September 19, 2024, Washington, DC.

Lu, C. Y., May, H., & Morrison, K. K. (2023, September). Equitable access to rigorous courses in high school? A statewide analysis of course offerings, access, and enrollment in Delaware. Paper presented at the annual conference of the Society for Research in Educational Effectiveness (SREE), September 29, 2023, Washington, DC.

Lu, C. Y., May, H., Headley, M. G., & Klein, J. R. (2023, April). Using Qualitative Analysis of High School Course Catalog to Develop Categories for Quantitative Analysis. Paper presented at the annual conference of the American Education Research Association, April 15, 2023, Chicago, IL.

Headley, M. G., May, H., Klein, J. R., Morrison, K. K., & Carey, R. L. (2023, April). Designing a Longitudinal and Multilevel Mixed-Methods Study. Paper presented at the annual conference of the American Education Research Association, April 15, 2023, Chicago, IL.

Headley, M. G., Lu, C. Y., & May, H., (2023, April). Comparing Qualitatively and Quantitatively Defined Trajectories: Available Versus Traveled Trajectories. Paper presented at the annual conference of the American Education Research Association, April 15, 2023, Chicago, IL.

Lu, C. Y., May, H., Headley, M. G., Klein, J. R., Morrison, K. K., & Carey, R. L. (2023, April). A Longitudinal Study of High School Students’ Math Course Trajectories. Paper presented at the annual conference of the American Education Research Association, April 13, 2023, Chicago, IL.

Lu, C. Y. & May, H. (2023, April). Using High School Course Catalogs to Understand Student Access to Advanced English Language Arts and Math Courses. Paper presented at the annual conference of the American Education Research Association, April 13, 2023, Chicago, IL.

Morrison, K. K., Headley, M. G., May, H., Klein, J. R., & Carey, R. L. (2023, April). The House and the Bridge: Underlying Aims of College Readiness Supports, a Statewide Longitudinal Study. Paper presented at the annual conference of the American Education Research Association, April 13, 2023, Chicago, IL.

With funding from the Institute of Education Sciences, the Center for Research Use in Education (CRUE) seeks to expand the understanding of how to improve the relationship between research and practice in the K-12 educational space. In addition, the center aims to describe and disseminate information on practices that can improve knowledge mobilization; from the production of research to the uptake and application of strategies derived from research. The center has conducted a national field trial of the Survey of Evidence in Education for Schools (SEE-S) with more than 4,000 educators in over 150 schools across the country and a national field trial of the Survey of Evidence in Education for Researchers (SEE-R) with over 300 education researchers. 

Learn more about CRUE

Publications:

Read more here: Rethinking Connections Between Research and Practice in Education: A Conceptual Framework. Educational Researcher, 47(4): 235-245. ERIC ID: EJ1178818.  IES funding acknowledged:  R305C150017

CREATEd – collaboration, research, equity, and action together in education – aims to improve equitable educational opportunities and outcomes nationally by leveraging knowledge in the research and practice communities in ways that promote stronger, more equitable relationships among the two communities and ultimately improve the education system’s capacity for evidence-informed improvements. CREATEd will provide a collaborative co-design process for the creation of research informed, equity-centered resources, a year-long fellowship for diverse members of the education community centered around knowledge brokering for educational equity, and facilitate the creation of a diverse network of knowledge brokers who are committed to educational equity and positioned in a range of organizations.

Learn more about CREATEd

The role of district research leaders (DRLs) in central offices has emerged as a strategy for improving the creation, flow, and use of research knowledge in decision-making. However, there is limited information about the responsibilities, opportunities, and challenges inherent in these roles. The purpose of this study is to explore DRLs as knowledge mobilizers and brokers of research knowledge. Funding for this study is provided by the Bill and Melinda Gates Foundation.

Publications:

Shewchuk, S. & Farley-Ripple, E.N. (2021). Findings From the District Research Leader Knowledge Mobilization Survey (RB21-002.1). Newark, DE: Center for Research in Education and Social Policy.

Shewchuk, S., & Farley-Ripple, E.N. (2021). Survey of Knowledge Mobilization Among District Research Leaders. Newark, DE: Center for Research in Education and Social Policy.

Shewchuk, S., & Farley-Ripple, E.N. (2021). Taxonomy of DRL Job Tasks (RB21-001.1). Newark, DE: Center for Research in Education and Social Policy.

Shewchuk, S. & Farley-Ripple, E.N. (2020). A Job Description and Resume Analysis of District Research Leaders (R20-004.1). Newark, DE: Center for Research in Education and Social Policy.

MADE CLEAR provided educational opportunities and other supports led by a group of experts in the field of climate science to K-12 educators, informal climate change educators, and higher education faculty. The project’s goal was to provide a system of support and resources for educators and policymakers in the area of climate science.

Publications

Coffey. D. (November, 2017).  MADE CLEAR Climate Academy Interview Summary (T17-057). Newark, DE: Center for Research in Education and Social Policy.

Sarah Pyle Academy, located within the Christina School District, was established to support the needs of students who have not experienced success in traditional school environments at other Christina School District High Schools and help those students make academic progress. CRESP was asked by Christina School District to evaluate the program’s impact and effectiveness.

Publications:

Klein, J. & Riser, D. (March, 2018).  Evaluation of Sarah Pyle Academy (T18-005). Newark, DE: Center for Research in Education and Social Policy.

The Title II grant funds two projects, the Alternative Routes to Certification Plus (ARTC+) and Design for Design (D₂) programs. Both of these programs are aimed at building the content and pedagogical knowledge of Delaware teachers working in high-needs schools. ARTC+ targets career-changes and helps them prepare for K-12 teaching careers in high-needs schools. D² targets K-12 teachers and trains them to use engineering principles in their mathematics and science lessons.

Publications:

Klein, J. & Coffey, D. (November, 2017).  2017 Title II Evaluation Report (T17-059). Newark, DE: Center for Research in Education and Social Policy.

Klein, J. & Riser, D. (September, 2017).  August 2017 ARTC+ Summer Institute Report (T17-054). Newark, DE: Center for Research in Education and Social Policy.

Klein, J. & Riser, D. (September, 2017).  July 2017 ARTC+ Summer Institute Report (T17-053). Newark, DE: Center for Research in Education and Social Policy.

The DECATD project promotes the use of assistive technology (AT) of all kinds for young children with disabilities. They aim to achieve this goal through strategies such as clinician training, developing an AT planning tool, expanding access to AT, supporting policy change, and disseminating resources.

Publications:

Riser, D. & Giancola, S. (March, 2018). DECATD Supplemental Report: PODD Training One-Year Follow-up Survey (S18-018). Newark, DE: Center for Research in Education and Social Policy.

Riser, D. & Giancola, S. (March, 2018). DECATD Supplemental Report: PODD Training Administrator Survey Findings (S18-016). Newark, DE: Center for Research in Education and Social Policy.

Riser, D. & Giancola, S. (March, 2018). DECATD Supplemental Report: PODD Communication Fellowship Post-Evaluation Survey (S18-015). Newark, DE: Center for Research in Education and Social Policy.

Riser, D. & Giancola, S. (March, 2018). DECATD Supplemental Report: RCCSD Case File Review (S18-014). Newark, DE: Center for Research in Education and Social Policy.

Riser, D. & Giancola, S. (March, 2018). DECATD Supplemental Report: Family Survey Report (S18-011). Newark, DE: Center for Research in Education and Social Policy.

Riser, D. & Giancola, S. (February, 2018). DECATD PD Report: April 26, 2016 Training (S18-008). Newark, DE: Center for Research in Education and Social Policy.

Riser, D. & Giancola, S. (February, 2018). DECATD PD Report: Fall 2017 Series Training (S18-007). Newark, DE: Center for Research in Education and Social Policy.

Riser, D. & Giancola, S. (January, 2018). DECATD PD Report: February 16, 2015 Training (S18-006). Newark, DE: Center for Research in Education and Social Policy.

Giancola, S. & Riser, D. (January, 2018). DECATD Supplemental Report: 2017 Practice Profile (S18-003). Newark, DE: Center for Research in Education and Social Policy.

Riser, D. & Giancola, S. (January, 2018). DECATD PD Report: November 20, 2017 Training (S18-001). Newark, DE: Center for Research in Education and Social Policy.

Coffey, D. (December, 2017). Delaware Early Childhood Assistive Technology Demonstration Project: Birth to Three Case File Review Report (T17-063). Newark, DE: Center for Research in Education and Social Policy.