SREed conducts rigorous evaluations and research on issues relevant to providing students from all backgrounds with equitable education opportunities.
Improving Wisconsin school professional culture reduces racialized achievement gaps
In this longitudinal study (from 2016 to 2019) of 211 Wisconsin schools, we examined the impact that schools with a strong professional culture have on the achievement gaps between Black, White, and Latinx students. If more schools serving Black and Latinx students were organized to improve, with a strong professional culture, our school system would be more equitable, more anti-racist, and achievement gaps would be reduced. Full report available here.
New WEERP brief presents Wisconsin family perceptions of the home/remote learning provided to students during the COVID-19 pandemic this past spring
New SREed report examines predictors of college success for former MPS students
As part of our evaluation of the MPS Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) grant, we analyze the connection between measures of high school performance, such as AP course participation, participation in GEAR UP programming, ACT scores, and GPA with first-year college GPA.
Lessons learned from a school in Hong Kong that switched to distance-learning during the COVID-19 pandemic
The lessons learned from a Hong Kong school's efforts to switch to distance-learning while also dealing with the impact of COVID-19 may be of use to other schools struggling through their own transition to distance learning.Their experience stresses the importance of strong school leadership and two-way communication for building an effective system, helping teachers, parents, and students successfully transition to that system, and for helping people manage the stress and isolation of COVID-19.