CAREI research reports
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CAREI conducts high quality research and evaluation studies in Minnesota and nationally on subjects of importance to educators and policy makers. Its completed public reports are placed in the University Digital Conservancy archives.
CAREI International Standard Name Identifier ISNI 0000 0001 0829 489X
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Item Minnesota Principals Academy: 2-Year Follow-up Survey of 2015–17 Cohorts(University of Minnesota. Center for Applied Research and Educational Improvement, 2019-09) Fields, Jane; Halloran, Clare; Peterson, KristinItem Minnesota Principals Academy: End-of-Program Report for the 2017–19 Cohorts(University of Minnesota. Center for Applied Research and Educational Improvement, 2019-09) Fields, Jane; Halloran, Clare; Peterson, KristinItem Trends, transitions, and subgroup differences on the pathway to a family-sustaining hourly wage for Minnesota students(University of Minnesota. Center for Applied Research and Educational Improvement, 2020-04) Brown, Ethan; Fields, Jane; Halloran, ClareItem ELEMENTARY FEEDBACK ON CHANGED START TIMES(Center for Applied Research and Educational Improvement--University of Minnesota, 1998) Wahlstrom, Kyla LWith the 1997-98 school year, Minneapolis Public Schools (MPS) changed the starting time for 85 of the 88 schools in the district. The seven comprehensive high schools changed from a 7:15 AM to an 8:40 AM start; the seven middle schools moved from 7:40 to a 9:40 start; and the starting times for 71 elementary schools were spread among 7:40, 8:40, or 9:40. This report, as part of the complete report for all grade levels, reveals findings from focus groups with teachers and administrative/support staff conducted at fourteen elementary schools. The focus groups provided a forum for participants to reflect on the impact of the start time change and to identify areas of greatest concern and importance relative to the change. While not specifically controlled for in this study, informal attempts were made to generate a diverse group of participants in terms of gender, ethnicity, and diversity of opinion concerning the start time.Item An evaluation of the cultural contextualization of the incredible years parenting program for African American and Hmong cultural groups(University of Minnesota. Center for Applied Research and Educational Improvement, 2016-04-15) Fields, Jane; Harty, Claire; Desjardins, Christopher D.Item Minnesota Principals Academy Final Report: 2015-17 Northwest and Twin Cities Cohorts(University of Minnesota. Center for Applied Research and Educational Improvement, 2017-06) Fields, Jane; Peterson, Kristin; Fagerlund, ChelseyItem School Start Time Study Final Report, Volume 2: Analysis of Student Survey Data(University of Minnesota, Center for Applied Research and Educational Improvement, 1998) Wahlstrom, Kyla LEffective with the 1996-97 school year, the Edina School District was the first district in the U.S. to change to a later starting time for their high school, going from 7:20 AM to an 8:30 AM start. This Volume II Report reports the data analysis and findings for survey responses from 7,168 secondary students, comparing the results from the Edina students to students in 16 additional school districts in the Minneapolis/St. Paul area. The report also provides a comparison of findings for students in Rhode Island who also experienced a change to a later start time. The survey used was the School Sleep Habits Survey created by Bradley Hospital at Brown University. A discussion of the comparative findings and possible future research studies is also included.Item Urban Wilderness Canoe Adventures Canoemobile 2016: Evaluation Brief(University of Minnesota. Center for Applied Research and Educational Improvement, 2016-09) Sheldon, Timothy; Schultz, Aly; Baker, Julia; Fields, JaneThe Urban Wilderness Canoe Adventures program (UWCA) provides a continuum of outdoor experiences for youth and families. The Canoemobile program is an outgrowth of the original UWCA program. The Canoemobile program serves as a floating classroom that provides water-based activities to connect urban youth to the natural world through hands-on, outdoor learning on local waterways in cities across America. Between April and May 2016, over 1,000 participants from five states participated in the Canoemobile program and completed the post-trip survey. The majority of participants (96%) were from California, Minnesota, and Colorado. There were high levels of agreement across all survey items and the most frequent response for all nine items was strongly agree. For example, 92% agreed that contributing to their community was important; 91% agreed that they had learned new skills; and 88% indicated they felt like they belonged on the trip. In addition, respondents agreed that, as a result of the trip, they: were more interested in protecting the environment (86% agreed), had a stronger connection to nature (86%), will think about the environment more often (85%), had learned about outdoor jobs (80%), and were more aware of their personal strengths (79%).Item Minnesota State Teacher Development, Evaluation, and Peer Support Model Evaluation Report(2015-01) Dretzke, Beverly; Ingram, Debra; Peterson, Kristin; Sheldon, Timothy; Wahlstrom, Kyla; Baker, Julia; Crampton, Anne; Lim, Alicia; Yap, ShannenItem The Association Between Elementary School Start Time and Students’ Academic Achievement in Wayzata Public Schools(University of Minnesota. Center for Applied Research and Educational Improvement, 2015-12-02) Dupuis, Danielle NCAREI conducted two analyses with the purpose of examining the association between elementary school start time and students’ academic achievement in mathematics and reading in Wayzata Public Schools. The first analysis examined the association between elementary school start time and students’ academic achievement in elementary school. The second analysis examined the association between elementary school start time and students’ academic achievement in middle school. The results suggest that the association between school start time and elementary students’ academic achievement is small to non-existent, particularly when controlling for student demographic characteristics, grade, and school. Non-statistically significant interactions indicated that the small effect of school start time was the same for all student subgroups examined. Similarly, the results suggest that there is no association between elementary school start time and middle school students’ academic achievement.Item A preliminary report on an evaluation of the Transitional Language Center program in the Saint Paul Public Schools(University of Minnesota. Center for Applied Research and Educational Improvement, 2005-10-14) Bigelow, Martha; Ngo, Bic; Whitehouse, Elizabeth M.Item Minneapolis Public Schools Small Learning Communities: Year 3 evaluation report, 2007-08 school year(University of Minnesota. Center for Applied Research and Educational Improvement, 2008-12) Dretzke, Beverly; Kalke, NanItem Intermediate District 287 Area Learning Center: evaluation report(University of Minnesota. Center for Applied Research and Educational Improvement, 2007-06) Kalnin, Julie ShalhopeItem Student and classroom predictors of early childhood literacy: an analysis of Year 1 CHOICE program data(University of Minnesota. Center for Applied Research and Educational Improvement, 2004-11-03) Riedel, Eric; Mizerek, Elizabeth; Ingram, DebraItem Artful teaching and learning: preliminary evaluation report(University of Minnesota. Center for Applied Research and Educational Improvement, 2003-12) Ingram, DebraItem Saint Paul Public Schools, Excel Grade 8.5 program: evaluation report(University of Minnesota. Center for Applied Research and Educational Improvement, 2003-02) Freeman, CarolItem Arts for academic achievement: results from the annual teacher survey, February 2003(University of Minnesota. Center for Applied Research and Educational Improvement, 2003-02) Anderson, Amy; Ingram, DebraItem Minnesota graduation standards implementation: how it looks from where it's happening(University of Minnesota. Center for Applied Research and Educational Improvement, 2000-02) Wahlstrom, Kyla; Heidinger, Janet R.Item A new method for measuring moral cognition in children: moral theme comprehension: a brief report to CAREI(University of Minnesota. Center for Applied Research and Educational Improvement, 1997-08) Narvaez, Darcia; Gleason, Tracy; Mitchell, ChristyanItem Arts for academic achievement: year 1 survey report(University of Minnesota. Center for Applied Research and Educational Improvement, 1999-10) Seashore, Karen; Ingram, Debra; Werner, Linnette