Jonathan Supovitz
Associated IES Content
Grant
Increasing Educational Equity Through Culturally Responsive Schooling
This project will develop and validate research-based measures of culturally-responsive schooling. Educators have been working for greater equity for decades, but with few enduring solutions. The stubborn statistics attest to the intransigency of the problem. Black and Latinx students are three times more likely today to attend highly segregated schools than they were less than 25 years ago. Segregated schools have lower test scores and higher drop-out rates. Students of color are less likel...
Federal funding program:
Award number:
R305T210087
report
Descriptive Study
Guide to Using the Teacher Data Use Survey
The Teacher Data Use Survey can be used to query teachers, administrators, and instructional support staff about how teachers use data to support instruction, their attitudes toward data, and the supports that help teachers use data. This guide provides step-by-step instructions to help district and school planners implement the survey. The Teacher Data Use Survey offers schools and districts a way to rigorously gauge what data teachers use, how they use these data, and how they feel about th...
Oct 01, 2016
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
Grant
School Responses to AYP Classification Due to Student Subgroups and the Relationship to Student Achievement
This study examines how school leaders respond to the designation of not meeting AYP, what reforms (if any) are introduced into schools as a result, and the relationship of student performance to the designation and subsequent reforms.
Federal funding program:
Award number:
R305A080280
Grant
Assessing the Impact of Principals' Professional Development: An Evaluation of the National Institute for School Leadership
In this project, the researchers proposed to evaluate impact of the National Institute for School Leadership (NISL) on principals' knowledge and practice. NISL was a district-level strategy for improving student achievement by developing principals. The researchers aimed to address the following research questions:
Federal funding program:
Award number:
R305E040085