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Research and Evaluation

At a Glance | Services | Significant Work | Products

Afterschool
Implementing Randomized Controlled Trial Studies in Afterschool Settings: The State of the Field: SEDL provided analytic and technical support to three large-scale randomized controlled trials assessing the effect of promising literacy curriculum in afterschool settings on student academic achievement. This research brief is the first in a series intended to provide the field with insights culled from this collaborative effort.
Key Issues and Strategies for Recruitment and Implementation in Large-Scale Randomized Controlled Trial Studies in Afterschool Settings: SEDL provided analytic and technical support to three large-scale randomized controlled trials (RCT) assessing the effect of promising literacy curricula in afterschool settings on student academic achievement. This research brief is the second in a series intended to address some of the key challenges faced during the studies to provide insights to the research and practice community.
Diverse Learners
Final Evaluation of the Texas A&M University System's Support Activities Related to the Limited English Proficient Student Success Initiative: This report describes SEDL's 3-year evaluation study of the Texas A&M University System's online English as a second language (ESL)/bilingual professional development and LEP campus support services.
Evaluation of Texas A&M University System's Support Activities Related to Limited English Proficient Student Success Initiative, Cycle 1 Grants: SEDL conducted a 3-year evaluation study of the Texas A&M University System's online English as a second language (ESL)/bilingual professional development and LEP campus support services. The study used expert reviews to determine the quality and effectiveness of the professional development; surveys of teachers and administrators at grant-funded campuses to determine the extent to which teachers are implementing the ESL/bilingual teaching strategies; and site visits, focus groups, and interviews to determine the progress made in the development and completion of the deliverables.
Improving School Performance
Evaluation of the Texas High School Completion and Success Grant Initiative, Cycle 2 Final Report: SEDL and its partners, Gibson Consulting and Academic Information Management, Inc., conducted an evaluation study to determine the degree to which THSCS grant funds have been implemented by grantees to support high school student retention and increase graduation rates and access to higher education. SEDL coordinated and conducted site visits, surveys, and best practices research and served as quality assurance on all project deliverables.
Evaluation of the Texas High School Completion and Success Grant Initiative, Cycle 2 Interim Report: SEDL and its partners, Gibson Consulting and Academic Information Management, Inc., conducted an evaluation study to determine the degree to which THSCS grant funds have been implemented by grantees to support high school student retention and increase graduation rates and access to higher education. SEDL coordinated and conducted site visits, surveys, and best practices research and served as quality assurance on all project deliverables.
Evaluation of Educator Professional Development Programs Implemented at the Regional and Local Levels Final Report: SEDL, Gibson Consulting, Academic Information Management, Inc., and two other firms evaluated the statewide teacher training activities funded through the Texas Student Success Initiative, which encompassed the Texas Reading, Mathematics, and Science Teacher Academies. SEDL conducted a literature review of best practices in professional development; expert reviews of academy training materials and resources; and surveys to ascertain how teachers perceived the training and if they were implementing the strategies in the classroom.
Teacher Resources and Student Achievement in High-Need Schools: With the growing federal, state, and local policy emphasis on teacher quality and student achievement, the Southwest Educational Development Laboratory (SEDL) investigated teacher resources and their relationship to student achievement in Arkansas, Louisiana, and Texas. The purpose of this study was to provide policymakers with information about the relationship between teacher salary, experience, and education, and the relationship between these teacher resources and student achievement, particularly in high-need schools.
Arkansas Education Renewal Zones Initiative - 2007 Final Evaluation Report: SEDL staff conducted a multiyear evaluation of the ERZ initiative in eight sites across the state of Arkansas. The evaluation included both formative and summative data collection and reporting functions. The primary goals of the evaluation were to document the context in which the ERZ initiative takes place in each site, the implementation of the initiative according to the guidelines specified in the legislation, and the short- and long-term outcomes resulting from the implementation of the initiative.
Education Renewal Zones: Increasing Partnerships and Sharing Resources for School Improvement: SEDL staff conducted a multiyear evaluation of the ERZ initiative in eight sites across the state of Arkansas. The evaluation included both formative and summative data collection and reporting functions. The primary goals of the evaluation were to document the context in which the ERZ initiative takes place in each site, the implementation of the initiative according to the guidelines specified in the legislation, and the short- and long-term outcomes resulting from the implementation of the initiative. SEDL collaboratively developed a program logic model that was used to identify qualitative and quantitative outcome measures to be monitored as the initiative is implemented.
SEDL's Working Systemically Model: Final Report: From December 2000 through December 2005, the Southwest Educational Development Laboratory (SEDL) developed and refined a systemic model to improve student achievement in reading or mathematics in sites composed of low-performing districts and schools. This report describes the Working Systemically model developed under this contract, presenting analyses of data related to its impact in 12 sites distributed across SEDLÕs five-state region.
The Evaluation of Texas 21ST Century Community Learning Center Projects: Common Features of Promising Afterschool Programs in Texas Executive Summary: SEDL and Academic Information Management, Inc., conducted case studies and cross-case analyses to evaluate Texas 21st CCLC grantees in their second year of implementation. The evaluation study was designed to provide qualitative data that would contribute to a larger quantitative study of the grant program being conducted by the Texas Education Agency. SEDL identified and profiled promising 21st CCLC projects across Texas and examined common characteristics across the afterschool programs they implemented.