Education Week - September 25, 2013 - 6

6 EDUCATION WEEK
n
SEPTEMBER 25, 2013 www.edweek.org
n
New Research Consortium Targets D.C. Schools
By Sarah D. Sparks
Schools in the nation’s capital end
up the guinea pigs for many new
education programs and policies,
but now they will get a stronger say
in research to figure out which of
those experiments really work.
The Education Consortium for
Research and Evaluation, or EdCORE,
is bringing together a set
of research organizations with a
presence in Washington to partner
with district and charter schools,
policymakers, and community
groups to study how the District of
Columbia’s often-changing education
programs affect its students
and teachers.
“What we’re aiming for is a
Chicago-style consortium with
the added benefit of a set of independent
programs focused on improving
outcomes in the city,” said
Heather Harding, the executive
director of the consortium, housed
at George Washington University.
Chicago has had such a research
consortium since 1990, and similar
research enterprises have emerged
in other cities, including Baltimore,
Houston, and New York City.
The Washington partnership involves
researchers from several institutions,
including the American
Institutes for Research, the RAND
Corp., Mathematica Policy Research,
Policy Studies Associates,
Quill Research Associates, and the
Community College of the District
of Columbia.
Washington has long been home
to top research organizations, and
its schools are among the nation’s
most frequently studied for everything
from new charter models to
teacher evaluations to curricula.
In 2007, the Public Education Reform
Amendment Act dramatically
changed how Washington schools
operate. It gave control of the city
school district to the mayor—instead
of an elected school board—
and established a separate state
education agency. It created the
mayorally appointed post of schools
chancellor (filled first by Michelle
A. Rhee, now the founder of the advocacy
group StudentsFirst).
The law also required a comprehensive
five-year evaluation of
both the city’s district and charter
schools, but a plan for the evaluation
was not developed until 2011.
Political Tap Dance
EdCORE is still in the early stages
of development: It does not yet have
a website and is still drawing up its
research agenda, Ms. Harding said.
It expects to launch formally by the
end of the year.
So far, EdCORE is more a confederation
of research groups than a centralized
organization such as those
established in some other cities.
EdCORE researchers are building
bridges across choppy political waters.
Many of the policy changes to
be studied—such as new teacherevaluation
system and school clo-
sures—remain controversial. And
the politics of the District of Columbia
are complicated by a mix
of city and state functions and a
unique federal role.
That environment can make it
hard to sustain research partnerships
with schools, said Gina Burkhardt,
the executive vice president
and education director of the
AIR, one of the EdCORE partners.
“In D.C., every time leadership
changes, you have to renegotiate
how these networks happen,
[how] relationships happen, and
how resources are put into place,”
said Ms. Burkhardt, who is also
a trustee of Editorial Projects in
Education, the publisher of Education
Week.
For example, as the consortium
noted in its first report to the city
auditor, both the school district
and Washington’s charter schools
projected rising enrollment and
financial needs in fiscal 2011, but
education spending ultimately
was cut during a “particularly
strained” budget process “fueled
in part by a primary election in
which the D.C. council chairman
was challenging the mayor, public
disagreements over budget numbers,
... and negotiations over a
new teacher contract.”
Several urban research consortia
emerged in response to similar
policy overhauls elsewhere.
San Diego’s consortium was cre-
ated in part to study the effects of
the district’s short-lived “Blueprint
Greatchange
begins with
great
ideas.
Troughout my education,
I was fortunate to have very
supportive teachers, principals
and professors. Te people at
Peabody have been wonderful.
Greg Aikens, M.Ed.
special education
(visual disabilities)
Explore Our Difference
peabody.vanderbilt.edu
for Student Success” initiative,
which included block scheduling
and extended days.
The Consortium on Chicago
School Research, considered a goldstandard
model for research partnerships,
began as an effort to study
new school governing zones created
by a decentralization plan.
“Instead of doing lots of isolated
studies, … one study can inform the
other studies,” said Elaine Allensworth,
the executive director of the
Chicago consortium.
“So if I’m doing research on leadership,
that’s going to be informed
by research that’s going on about
curriculum and research on teacher
professional development in the
same schools. … That makes the
research more useful,” Ms. Allensworth
said, and could help get disparate
education officials and community
leaders involved.
Moving Forward
Ms. Harding, a former research
director for Teach For America,
said she is used to conducting research
in highly charged political
environments, and said doing so
depends on building trust.
“I think you need to have a fair
amount of transparency,” she said.
“You need to have all your cards on
the table going into a project.”
For example, EdCORE is now evaluating
how Washington brought special
education students back from
private to district schools, following
court criticism of how special education
students historically have been
evaluated and served.
Thomas B. Parrish, the deputy
director of AIR’s education and human-development
program, who
is working with the consortium on
the special education project, said
researchers have been meeting
regularly with district staff members
to decide what special education
topics would be the most helpful
for the district to study.
“We had already gone in and
pointed out 200 pages of problems
with special education financing,
and we didn’t want to do that
again,” Mr. Parrish said. “We didn’t
want this to be a ‘gotcha.’”
A report issued last spring by
the New York City-based William
T. Grant Foundation called for
more researchers and districts
to set up ongoing relationships
focused on original analyses and
problems of practice that are useful
to the district, the community,
and researchers.
“Consortia can help districts
build a kind of capacity that the
district is very unlikely to build on
its own,” said John Q. Easton, the
director of the Institute of Education
Sciences, the federal education
research agency, and the former
head of the Chicago consortium. “It
becomes a much broader civic conversation
about the district and its
problems and the solution to those
problems.”
Scan this tag with your
smartphone for a link to
“Evaluation of the D.C. Public
Education Reform Amendment
Act: Report 1.” www.edweek.org/links.
TEAMING UP TO STUDY
URBAN SCHOOLS
Alliances between researchers
and education practitioners
are becoming increasingly
common in urban districts
nationwide.
University of Chicago Consortium
on Chicago School Research (1990)
Partners: University of Chicago’s Urban
Education Institute, Chicago public
schools, Chicago’s Urban League and
Community Trust
Focus: Longitudinal study of schools
with national applications
Baltimore Education Research
Consortium (2006)
Partners: Johns Hopkins University,
Morgan State University, and the
Baltimore public schools, community
nonprofit groups
Focus: Study and address the city’s high
dropout rate
Newark Schools Research
Collaborative (2008)
Partners: Newark, N.J., school district,
Rutgers University-Newark
Focus: Urban school improvement
Research Alliance for New York City
Schools (2008)
Partners: New York University’s
Steinhardt School of Culture, Education,
and Human Development, New York City
public schools
Focus: Help the district translate
research findings into instructional
practice
Houston Education Research
Collaborative (2009)
Partners: Houston school district, Rice
University’s Kinder Institute for Urban
Research, University of Texas at Austin,
Texas A&M University, and the University
of Houston
Focus: Closing socioeconomic gaps in
educational achievement and attainment
Kansas City Area Education Research
Consortium (2009)
Partners: Metropolitan-Kansas City
school districts, Kansas State University,
the University of Missouri in Columbia,
the University of Missouri–Kansas City,
and the University of Kansas in Lawrence
Focus: Student achievement and school
improvement
Metropolitan Educational Research
Consortium (2009)
Partners: Virginia Commonwealth
University’s education college, eight
Richmond, Va.-area school districts
Focus: Research, evaluation, and
public-service projects
San Diego Education Research
Alliance (2010)
Partners: San Diego school district,
University of California, San Diego,
economics department
Focus: Evaluate school and district
policies
Los Angeles Education Research
Institute (2011)
Partners: University of California, Los
Angeles, Los Angeles public schools
Focus: Share student-achievement data
and develop best-practices research
SOURCE: Education Week
http://www.edweek.org http://peabody.vanderbilt.edu http://peabody.vanderbilt.edu http://www.edweek.org/links

Education Week - September 25, 2013

Table of Contents for the Digital Edition of Education Week - September 25, 2013

Education Week - September 25, 2013
DIGITAL DIRECTIONS: Phila. Seeks Salvation in Lessons From Model School
INDUSTRY & INNOVATION: Schools Investing in New Measures To Boost Security
For Intellectually Disabled, a ‘Landmark’
States Mull Next Steps on Testing
Contents
News in Brief
Report Roundup
New Research Consortium Targets D.C. Schools
Social Studies Framework to Guide Standards
Charters Turn to More-Unified Application Systems
Blogs of the Week
Texas Lesson-Plan Brawl Resonates Beyond State Border
Business Organizations Rally on Common Core
Fiscal Face-Off
How to Improve the Common Core
Silence Is Not Neutrality
What Are We Doing to Support Great Teachers?
Letters
TopSchoolJobs Recruitment Marketplace
A Pathway for the Future of Education
Education Week - September 25, 2013 - States Mull Next Steps on Testing
Education Week - September 25, 2013 - 2
Education Week - September 25, 2013 - Contents
Education Week - September 25, 2013 - News in Brief
Education Week - September 25, 2013 - Report Roundup
Education Week - September 25, 2013 - New Research Consortium Targets D.C. Schools
Education Week - September 25, 2013 - 7
Education Week - September 25, 2013 - Social Studies Framework to Guide Standards
Education Week - September 25, 2013 - 9
Education Week - September 25, 2013 - Charters Turn to More-Unified Application Systems
Education Week - September 25, 2013 - Blogs of the Week
Education Week - September 25, 2013 - 12
Education Week - September 25, 2013 - 13
Education Week - September 25, 2013 - 14
Education Week - September 25, 2013 - 15
Education Week - September 25, 2013 - 16
Education Week - September 25, 2013 - 17
Education Week - September 25, 2013 - 18
Education Week - September 25, 2013 - 19
Education Week - September 25, 2013 - Texas Lesson-Plan Brawl Resonates Beyond State Border
Education Week - September 25, 2013 - Business Organizations Rally on Common Core
Education Week - September 25, 2013 - Fiscal Face-Off
Education Week - September 25, 2013 - 23
Education Week - September 25, 2013 - 24
Education Week - September 25, 2013 - 25
Education Week - September 25, 2013 - Silence Is Not Neutrality
Education Week - September 25, 2013 - What Are We Doing to Support Great Teachers?
Education Week - September 25, 2013 - Letters
Education Week - September 25, 2013 - 29
Education Week - September 25, 2013 - TopSchoolJobs Recruitment Marketplace
Education Week - September 25, 2013 - 31
Education Week - September 25, 2013 - A Pathway for the Future of Education
Education Week - September 25, 2013 - 33
Education Week - September 25, 2013 - 34
Education Week - September 25, 2013 - 35
Education Week - September 25, 2013 - 36
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