Collaborative Data Intensive Research

With funding from the National Science Foundation and the William and Flora Hewlett Foundation, we have partnered with the Carnegie Foundation for the Advancement of Teaching and Summit Public Schools to identify opportunities for improvement and jointly develop data products using data from online learning systems. Within the Carnegie Math Pathways, insights and data products are being used to help students productively persist in the face of academic challenges.

We are working with Teachers College, Columbia University and Summit Public Schools, with funding from the National Science Foundation, to better measure learning using data from digital learning environments and better understand how to support schools engage in collaborative data intensive research. Along with directly supporting Summit Schools, we are collaborating with Summit staff operating and supporting the Basecamp program to help participating schools continuously improve using digital learning system data.

In partnership with Duke University and with support from the National Science Foundation, we are working to blend data from multiple statewide agencies to identify opportunities for improvement in supporting students both inside and outside of schools.

Support for Continuous Improvement

With funding from Lucas Education Research, we launched a network of schools, instructional coaches, and teachers using a project based learning (PBL) version of two Advanced Placement (AP) courses. The network’s goals, using tools and process from improvement science, was to develop and test a virtual instructional coaching model that could be scaled to support a nationwide network of PBL AP teachers.

Based on the successes of the above project, we are starting an exciting partnership with San Francisco Unified School district along with UL-SCALE and CSET at Stanford University to explore the implementation and improvement of a middle school science PBL curriculum. With the state of Montana’s Office of Public Instruction we are working to implement literacy support strategies to better support high schools learners in Response to Intervention Schools.

In Clark County, Nevada, which includes the city of Las Vegas, we have been engaged in co-designing instructional routines and continuous improvement processes related to those routines for elementary science teachers. These routines support teachers engage English learners in integrated science and language instruction.

Network Leadership and Support

Along with our work with individual educational organizations, we have also led multiple research networks. For example, the Analytics for Learning network represents researchers focused on measuring learning strategies and behaviors using digital learning system data. In collaboration with the Carnegie Foundation for the Advancement of Teaching, we are helping researchers: (1) identify high leverage problems, (2) use data to improve, (3) conduct formative evaluations, and (4) communicate within and across networks through our INCLUDES Center. Lastly, we are helping to train the next crop of data scientists in education through the Data Consortium Fellowship program.

Current and past partners include:

  • The Carnegie Foundation for the Advancement of Teaching
  • Teachers College, Columbia University
  • Lucas Education Research
  • The Buck Institute for Education
  • The Center to Support Excellence in Teaching (CSET, Stanford University)
  • Understanding Language – Stanford Center for Assessment, Learning,
    and Equity (UL-SCALE, Stanford University)
  • Summit Public Schools
  • Clark County School District
  • San Francisco Unified School District
  • Duke University’s Center for Child and Family Policy
  • Montana Office of Public Instruction

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