Elementary & Secondary Grades

VKRP measures mathematics, self-regulation, and social skills to complement Virginia's statewide assessment of literacy skills using Phonological Awareness Literacy Screening (PALS).

Using a rigorous analysis across multiple points of data, the FP3 project will identify experiences in early learning and elementary programs that foster children’s development in pre-k, transition into kindergarten, and performance through third grade. 

The P2K project is working closely with preschool programs to measure and observe three critical contributors to school readiness:
•    Children's executive function skills (e.g., self-control, working memory, mental flexibility),
•    Children's individual engagement with teachers, peers, and learning tasks, and
•    The quality of children's experiences and interactions in the classroom.

This study examines how kindergarten teachers use math assessments to guide instruction and support kindergarten learning gains.

Through an extensive data collection effort in 2016, the team used surveys and interviews to understand the educational goals and needs of students and families in the two school divisions that make up Alleghany Highlands, Alleghany County Public Schools and Covington City Public Schools.

Connect Science provides professional development materials and experiences that prepare elementary school teachers to create engaging, interesting and science-based service-learning opportunities for their students.

This project seeks to improve elementary students’ social-emotional and academic learning by developing enhanced implementation supports for teachers’ effective delivery of an integrated social-emotional learning and literacy curriculum in urban, third through fifth grade classrooms. 

The overarching goal of this study is to advance understanding of home-school dissonance among African American students.

The Compass Camp Early-Stage Evaluation is a research-practice partnership between Valor Collegiate Academies, R&D partner Transcend Education, and researchers at the University of Virginia (UVA) School of Education and Human Development. Together, these three organizations have engaged in a continuous cycle of problem identification, solution design, and rigorous testing to examine the implementation and impact of the Compass model. 

MTT helps groups of teachers engage in the same ongoing, focused collaboration to enhance classroom interactions. However, it shifts the coaching aspect from one-on-one work between an external coach and a teacher to a teacher-led, group-based format. This format is designed to be used with schools’ established teaching teams, or professional learning communities (PLCs), and their meeting times.

This study aims to look at the potential impact of the MyTeachingPartner-Secondary (MTPS) coaching on reducing the racial discipline gap in secondary schools. It is a collaboration between the Center for Advanced Study of Teaching and Learning and Rutgers University.