Proposals are due November 21, 2017 at 5 PM CST
As part of our awarded mid-phase Education Innovation and Research grant, Education Analytics (EA) seeks an experienced research team to conduct a 4-year validation study focused on student outcomes, fidelity of implementation, and exploration of SPARK’s impacts by across various targeted student populations. The proposed early literacy intervention is anticipated to serve at least 960 students across 14 school sites within 6 LEAs, which include urban and rural locales.
Please submit proposals of no more than 15 pages via email to email@example.com.
Education Analytics (EA) is proud to announce it has been awarded a $7.8 million Education Innovation and Research (EIR) grant, from the Department of Education, to expand the SPARK Early Literacy Program, a research-based Kindergarten through second grade early reading intervention developed by Boys & Girls Clubs of Greater Milwaukee (BGCGM). Through its newly-created SPARK Center, EA will implement the SPARK Early Literacy Program in up to 15 high-need schools in partnership with Boys & Girls Clubs in both urban and rural locations in Wisconsin, Alabama, and South Carolina.
The SPARK Early Literacy Program is a cost-effective, early reading intervention that improves student reading achievement through research-based literacy programming that integrates one-on-one tutoring, family engagement, and after-school programming into its design. First launched by BGCGM in 2006, multiple research studies have proven SPARK’s effectiveness, and the Center for Research and Reform in Education (CRRE) has described the program as one of a small number of literacy interventions that both work and meet the “strong evidence definitions” laid out in the Every Student Succeeds Act (ESSA).
“We are grateful for the opportunity to bring the SPARK Early Literacy Program to more children,” said Pat Marcus, Director of Implementation at Education Analytics. “Over the past 11 years, we have seen the tremendous impact this program has had on students’ reading achievement and school attendance. The program also fosters opportunities for day school staff and Boys & Girls Clubs staff to collaborate in the best interest of students.”
Throughut the 39-month project, researchers will use a randomized control study to evaluate the program’s impact, replicability, and sustainability across these new and diverse locales. By the end of the grant, EA’s Spark Center will be self-sustained with the capacity to scale the program beyond participating sites and meet the substantial, unmet demand for a proven effective, holistic, cost-effective literacy program.
Stay posted for more information about the SPARK Center!
Education Analytics is proud to announce its partnership with the University of Wisconsin-La Follette School of Public Affairs to create a Fellowship for an incoming 2016 student. As an organization, EA is very excited about this opportunity to both advance a student's education and provide them with meaningful, diverse work experience. EA is structured around the significance of data-informed decision-making - a value shared by the La-Follette School, especially in its statistical sequence of courses. As this year's fellow stated, "EA's approach to balancing quantitative expertise with policy-relevant decision-making captures a core ideal of the La Follette School community."
The EA Fellowship is a UW-La Follette School project assistant position which covers full tuition (either in-state or out-of-state) and provides a stipend for 20 hours of work per week during the academic year. All applicants who apply by January 1, 2016 and indicate interest in the EA Fellowship will be considered for the 2016-17 school year.
More information about qualifications, job duties, and fellowship stipulations can be found on the La Follette School website here.
EA's Robert Meyer is proud to be one of the 33, new bi-partisan Moneyball for Government Non-Profit All-Stars announced today. Thank you Results for America for including us as part of such an incredible line-up. See a full listing of the All-Stars announced here: http://bit.ly/1HPpAkm
Summer 2015 marks the completion of the pilot year of EA’s assessment literacy and assessment development project at the Los Angeles Unified School District (LAUSD). The research project’s focus on supporting teacher developed assessments was born from a shared interest in supporting teacher assessment literacy at LAUSD and responding to a national need for high quality measures and processes for Student Learning Objectives (SLOs). At the conclusion of year one, the pilot has accomplished three main goals: the development of high quality assessments across non-tested grades and subjects, the implementation of assessment literacy trainings that can be applied to classroom instruction, and the facilitation of meaningful and collaborative conversations among teachers about standards, curriculum, and instructional goals. The PDF attachment provides a summary of this work and teacher feedback about the process. For more information about partnering with Education Analytics around assessment literacy and professional development work, please contact us.
On April 8, 2014, the American Statistical Association released the “ASA Statement on Using Value-Added Models for Educational Assessment.” In the PDF attachment below, we provide comments on the ASA statement and provide examples from our work at the Value-Added Research Center and Educational Analytics Inc. with districts and their stakeholders on the development and implementation of value-added models. We also provide a list of resources that provide additional information on these issues.
EA professional development experts were in Lombard, IL training local school district staff on student growth metrics this week.
New rules for teacher evaluation will go into place for most districts in Illinois during the 2016-2017school year. These require at least 25% of a teacher’s rating be based on student growth. To help districts create their new evaluation plans EA staff have been working for the past two years to present information on student growth models. This includes learning about different types of growth models, their strengths and weaknesses, considerations when implementing the models, and more.
EA typically works with Regional Offices of Education to offer trainings to teams from districts. These trainings range from one-half day to three whole days. For more information or to offer training in your area, please contact us.