Center for Applied Research and Educational Improvement (CAREI)
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Historical note: The Center for Applied Research and Educational Improvement (CAREI) was founded in 1989 to be a direct link between the University of Minnesota’s College of Education and Human Development and Minnesota PreK-16 schools. CAREI’s mission is to improve the quality of education for all learners, thereby society as a whole. We do this through four service offerings: 1) evaluation, 2) research, 3) assessment, and 4) innovation & outreach. As applied researchers and evaluators, we believe we can have an immediate impact on our communities. Accordingly, we listen to and work with our clients and partners to understand their experiences. CAREI seeks to impact 80% of Minnesota students within five years.
CAREI International Standard Name Identifier ISNI 0000 0001 0829 489X
For further information about CAREI, visit the CAREI website
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Item 1996 National study of charter schools: results and technical report(University of Minnesota. Center for Applied Research and Educational Improvement, 1996-11-25) Schomaker, Pamela J.; University of Minnesota. Center for Survey ResearchItem 21st Century Community Learning Centers: Pathways to Progress Project, Saint Paul Public Schools: Annual Evaluation Report (Fall 2001)(University of Minnesota, Center for Applied Research and Educational Improvement, 2001) Wahlstrom, Kyla; Sheldon, Timothy; Anderson, Roger; Zorka, Holly; Center for Applied Research and Educational ImprovementPathways to Progress is a three year, federally funded grant that establishes community learning centers at each of the eight Saint Paul Public School sites. These community learning centers are designed to provide coordinated expanded day and year community learning activities for students, families and community members in Saint Paul, Minnesota.Item 21st Century Community Learning Centers: Pathways to Progress, Saint Paul Public Schools: Final Evalution Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2004-03) Wahlstrom, Kyla; Sheldon, Timothy; Lewis, Ashley; Center for Applied Research and Educational ImprovementPathways to Progress is a three year, federally funded grant that establishes community learning centers at each of the eight Saint Paul Public School sites. These community learning centers are designed to provide coordinated expanded day and year community learning activities for students, families and community members in Saint Paul, Minnesota.Item 360 Communities: An Evaluation of the Partners for Success Program for the School Year 2010-2011(Center for Applied Reseach and Educational Improvement, 2011-09) Kundin, Delia; Wahlstrom, Kyla; Rickers, Susan; Mattheis, AllisonThe Partners for Success® (PFS) Program, serving Dakota and Scott counties, provides basic needs assistance (e.g., food, clothing, school supplies) to students and families. In addition, for over 15 years, Family Support Workers (FSW) have collaborated with teachers, principals and school staff in 39 schools to help boost students’ educational progress. The two main program goals of PFS are: 1) Establish a standard level of services across districts; and 2) Effectively partner with schools to ensure that all students reach proficiency in reading by third grade. During the 2009-2010 school year, CAREI evaluators focused on the formative aspects of the program. In the second evaluation (2010-2011), CAREI evaluators collaborated with PFS program staff to formulate three specific goals for the evaluation: 1) Determine the extent to which FSWs communicate and collaborate with parents/guardians and teachers to build relationships and improve students’ educational performance; 2) Continue to monitor PFS professional development processes and determine how 360 Communities can continue to support and strengthen program activities; and 3) Identify how the program impacts students, families and teachers by focusing on observed changes from the perspectives of teachers, parents/guardians, FSWs, and from analysis of student data. The second year’s evaluation was implemented in 10 elementary schools located in six Minnesota cities: Burnsville, Farmington, Hastings, Lakeville, South St. Paul, and West St. Paul. This report summarizes the evaluation data collected from September 2010 through June 2011.Item 5-district integration partnership: evaluation report October 1999(University of Minnesota. Center for Applied Research and Educational Improvement, 1999-10) University of Minnesota. Center for Applied Research and Educational Improvement; Palmer, Elisabeth; Bemis, AmyItem 5-district integration partnership: evaluation report, May 2000(University of Minnesota. Center for Applied Research and Educational Improvement, 2000-05) University of Minnesota. Center for Applied Research and Educational Improvement; Palmer, Elisabeth; Bemis, AmyItem Accessing Available Data Related to Core Indicators(Center for Applied Research and Educational Improvement, 1998-10-21) Seppanen, Patricia; Center for Applied Research and Educational ImprovementItem Accessing Available Data Related to Core Indicators (Minnesota Collaborative Outcome Focused Reporting)(Center for Applied Research and Educational Improvement, 1998-10) Seppanen, PatriciaAs part of outcome reporting, Minnesota family service collaboratives are encouraged to report the status of their community on these outcomes and indicators annually as part of a community progress report. In addition, collaboratives may want to report on these indicators as part of their two-year outcome report. This is a resource to help family service collaboratives with their outcome-focused reporting. This monograph includes abstracts explaining how to access available data for 19 of the most common core indicators for family service collaboratives.Item Achieving the Science Standards: A National Study of Inquiry-Based Instruction in High School Science(Center for Applied Research and Educational Improvement, 1999) Huffman, Douglas; Lawrenz, FrancesThe National Science Teachers Association's SS&C(Scope, Sequence & Coordination)project created a new high school science curriculum that coordinated the content in the four basic sciences (life, earth, physics and chemistry) to allow students to study every science every year. The curriculum sequenced activities to encourage teachers to use inquiry-based instruction where students engage in hands-on activities before teachers define concepts.To examine the impact of SS&C, researchers at CAREI designed a comprehensive study comparing students who took SS&C science in 9th and 10th grade to students who did not take the new course. The study used a time-lag design which compares the prior year's science students to the present year's science students. The purpose of the study was to closely examine the effect of the standards-based curriculum on both the classroom learning environment and on students' achievement in the sciences. Thirteen schools implemented the new science course. The schools were located in California, Iowa, Montana, New York, North Carolina, Texas and the District of Columbia and included more than 4,000 ninth graders and 2,500 tenth grade science students.Item After one year: implementation issues for ten transformational R&D sites(University of Minnesota. Center for Applied Research and Educational Improvement, 1991-03) King, Jean A.; Bosma, JohnItem After two years: a study of educational transformation in ten Minnesota sites(University of Minnesota. Center for Applied Research and Educational Improvement, 1992-03) King, Jean A.; Bosma, John; Binko, JulieItem All-Day Kindergarten - Summary of Recent Findings(University of Minnesota, Center for Applied Research and Educational Improvement, 2006) Wahlstrom, Kyla; Michlin, Michael; Hansen, Anastasia; Center for Applied Research and Educational ImprovementA summary of findings for a longitudinal evaluation of all-day every day kindergarten in a metro area school district in Minnesota (Burnsville-Eagan-Savage School District 191).Item Alternative Calendars: Final Report by the Working Group(University of Minnesota, Center for Applied Research and Educational Improvement, 1999-02-01) Center for Applied Research and Educational Improvement; Working Group on Alternative CalendarsThis report from a working group convened by the Minnesota Department of Children, Families & Learning examined evidence on the educational and fiscal outcomes of year-round education and issues encountered in implementing year-round educational programs in Minnesota. In October 1998, a Working Group was convened to provide independent advice to the State Legislature on alternatives to the traditional nine-month, September through June school year calendar.Item Alternative Calendars: Final Report by the Working Group: Table 4. Minnesota schools with year-round calendars interviewed January 1999(University of Minnesota, Center for Applied Research and Educational Improvement, 1999-02-01) Center for Applied Research and Educational Improvement; Working Group on Alternative CalendarsTable 4 was extracted from: Alternative Calendars: Final Report by the Working Group. This report from a working group convened by the Minnesota Department of Children, Families & Learning examined evidence on the educational and fiscal outcomes of year-round education and issues encountered in implementing year-round educational programs in Minnesota.Item Analysis of College in the Schools (CIS) Surveys(2004-08) Wahlstrom, Kyla; Riedel, EricThis is an executive summary of the Analysis of College in the Schools (CIS) Surveys, including analysis of program impacts surveys and follow up student surveysItem Analysis of the College in the Schools Program Impact Survey(Center for Applied Research and Educational Improvement, 2004-08) Wahlstrom, Kyla; Riedel, EricThe College in the Schools (CIS) program delivers introductory-level University of Minnesota courses to high school junior and senior students in their high schools. These courses are taught by their high school teachers and are a means of providing advanced curriculum to those students who are ready for highly challenging content. There is a range of subject areas in CIS courses – world languages, English composition and literature, economics, history, and political science. The high school teachers are supported by professors from the University of Minnesota who provide professional development related to content and instructional methods. The classes are offered during the regular school day and meet for a semester or the entire year. There is no charge to students to take the classes; however, there is a small amount of tuition which the schools pay to the University for coordinating their participation in CIS. Students are able to earn college credit for their participation in CIS courses. The College in the Schools (CIS) Program Impact Survey for principals, teachers, and guidance counselors was administered as a web survey from April 9, 2003 through June 17, 2003. The survey sought information from school principals, teachers, and counselors on what they saw as the impact of CIS on their school, teachers, related academic departments, and students. The survey also asked about financial difficulties in implementing the CIS program and their support for charging students tuition to participate in the program.Item Analysis of the College in the Schools Program Impact Survey: A survey of participating teachers, principals, and guidance counselors(University of Minnesota, Center for Applied Research and Educational Improvement, 2004-08-24) Wahlstrom, Kyla; Riedel, Eric; Center for Applied Research and Educational ImprovementThe College in the Schools (CIS) program delivers introductory-level University of Minnesota courses to high school junior and senior students in their local high schools. These courses are taught by their high school teachers and are a means of providing advanced curriculum to those students who are ready for highly challenging content. The survey asked about participants’ experiences after high school including whether they attended college, whether the University credit received was recognized at their college, and how CIS did or did not prepare them for college. These are survey results and analysis of the CIS program.Item Anoka-Hennepin Compensatory Education Pilot Program Year 1 Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2007-01) Wahlstrom, Kyla; Hornbacher, Judy; Dretzke, Beverly; Peterson, Kristin; London, Rachel; Center for Applied Research and Educational ImprovementThe Year 1 Report of the Anoka-Hennepin Compensatory Education Pilot Progam reviews student achievement results from the pilot schools and a matched set of control students, levels of implementation of the project in classrooms, impact of strategies on outcomes and changes in teacher and staff attitudes toward the project. Shifting the traditional allocation of funds allows the district to provide a major intervention in three schools with high populations of at-risk students. The intervention includes program structures for mathematics and reading, changing instructional delivery methods in math and reading, providing intense professional development for teachers in math and reading, coaching follow-up at each site, and significant oversightItem Anoka-Hennepin Compensatory Education Pilot Program, Year 1 Report(Center for Applied Research and Educational Improvement, 2007-01) Wahlstrom, Kyla; Hornbacher, Judy; Dretzke, Beverly; Peterson, Kristin; London, RachelThe Anoka-Hennepin Compensatory Pilot Program is a state funded effort to examine student impact when Compensatory Education dollars are reallocated to 2nd and 3rd grades in three pilot schools. Shifting the traditional allocation of funds allows the district to provide a major intervention in three schools with high populations of at-risk students. The intervention includes program structures for mathematics and reading, changing instructional delivery methods in math and reading, providing intense professional development for teachers in math and reading, coaching follow-up at each site, and significant oversight. The Year 1 Report reviews student achievement results from the pilot schools and a matched set of control students, levels of implementation of the project in classrooms, impact of strategies on outcomes and changes in teacher and staff attitudes toward the project.Item Anoka-Hennepin Compensatory Education Pilot Program, Year 4 Report(Center for Applied Research and Educational Improvement, 2009-12) Peterson, Kristin; Klingbeil, DaveThe purpose of the Anoka‐Hennepin Compensatory Education Pilot Program was to determine how the reallocation of funds affects program structure, changes instructional delivery, and provides opportunities for intense professional development in schools. The reallocation allowed the district to change program structure in reading and math instruction at three pilot site schools that were selected for this project because of their proportions of learners at risk. It was at those schools that a number of best practices components were added over four years of programming. Annual evaluation reports have been written every year of the program. This report looks specifically at the components in place in Year 4 of the program. The goals of the program were to have all students: 1) reach high standards; 2) attain proficiency in literacy and mathematics; and have all teachers: 1) vary instruction; and 2) use assessments to guide instruction for diverse learners. The CAREI team collected data using protocols and rubrics while observing classroom teachers and staff at the three pilot schools and 18 extension sites. Data were also drawn from district Measures of Academic Progress (MAP) and Minnesota Comprehensive Assessments – Series II (MCA‐II) test databases.