EDLR’s Casey Cobb was noted in the CT Mirror regarding a journal he co-authored (2009) on how interdistrict choice effects student achievement, based on a study conducted in Hartford.

EDLR’s Dr. Preston Green recently served on the 12th Annual National Education Policy Center (NEPC)’s research panel, held on Sept. 14, 2018.  The talk was titled The Challenge of Making Research Usable and Used and included panelists: Erica Frankenberg from Pennsylvania State University Genevieve Siegel-Hawley from Virginia Commonwealth University Preston Green from the University of Connecticut The panel discussion was open […]

EducationDive (Research by Professor Preston Green referenced)

This summer, the Neag School of Education caught up with three doctoral students in the Learning, Leadership, and Education Policy program regarding their research that were recently released as issue briefs, in connection to the Center for Education Policy Analysis.  Read more on their individual thoughts and recommendations for education: Samuel J. Kamin writes about […]

CEPA-researchers, Morgaen Donaldson and Sarah Woulfin share their findings on current principal evaluations systems with Education Weekly.

Chelsea Connery ’13 (ED), ’14 MA, a former public school teacher and now a Neag School doctoral student in the Learning, Leadership, and Education Policy program, prepared the following issue brief — in affiliation with the Center for Education Policy Analysis (CEPA) — about the impact of undocumented status on children’s learning, as well as the implications for schools.

The Gates Foundation Bet Big on Teacher Evaluation. The Report it Commissioned Explains How Those Efforts Fell Short.  EDLR’s Morgaen Donaldson comments on the report in the Chalkbeat

Alexandra Lamb, a doctoral student in the Learning, Leadership, and Education Policy program at the Neag School, prepared the following issue brief — in affiliation with the Center for Education Policy Analysis (CEPA) — about school districts that are introducing technology into classrooms through what are known as 1:1 programs.

Samuel J. Kamin, a doctoral student in the Learning, Leadership, and Education Policy program at the Neag School, prepared the following issue brief on career and technical education in affiliation with the Center for Education Policy Analysis (CEPA), a research center based at the Neag School that seeks to inform educational leaders and policymakers on issues related to the development, implementation, and […]

Institute of Education Sciences. (CEPA’s Morgaen Donaldson and Shaun Dougherty’s research on principal evaluation policies featured)