Our Research

This 2007 study by the Rennie Center finds that English language learners (ELLs), a rapidly growing percentage of the Commonwealth's student population, are qualifying for transition into mainstream classrooms at a much slower pace than originally expected.

This 2007 policy brief examines models of education governance in other states and draws out lessons to help inform policy discussions in Massachusetts. The report presents case studies of four states that have engaged in the process of designing education governance systems that stretch from pre-school through graduate school and draws implications for consideration by Massachusetts policymakers.

The 2006 report examines gender differences on a number of indicators including performance on the MCAS in math and English language arts (ELA), dropout rates, and placement in special education. Girls matched or surpassed boys' achievement at all grade levels in both math and ELA. A further analysis of high school enrollment patterns showed that boys, specifically Black and Hispanic boys, are most in danger of falling through the cracks in the education system.

Drawing on research with legislators, leaders at the Massachusetts Department of Education, heads of the major education associations, and charter school experts, this 2006 policy analysis seeks to identify reasons for the lack of interest in Horace Mann charter schools.

This 2006 policy brief focuses on district-based data analysis programs for educators and highlights the policy and practice challenges associated with their use. It provides educators and policymakers with guiding questions to assist in the selection of data analysis programs.

This 2006 white paper on postsecondary access and persistence of career and technical education graduates, particularly those with disabilities, was produced in collaboration with the Center for Labor and Market Studies at Northeastern University. The findings are based on data about nearly 4,600 high school students from the Classes of 2004 through 2006 who graduated from seven vocational-technical high schools in Massachusetts.

This report ays out an action agenda for large comprehensive high schools and to clarify what needs to happen at the school, district and state levels in order for sustainable change to take effect. The report explores three interrelated pieces of the reform puzzle, each of which is an essential component of whole school improvement. These pieces are: personalizing the learning environment, building teacher capacity, and setting and meeting high expectations for all students.

This 2005 report clariies the state's role in helping schools and districts address their needs. Schools and districts--disproportionately those that serve low-income and non-white students--are struggling and need tools, resources and assistance to raise student achievement. Drawing on research with principals and superintendents in struggling urban districts, this report offers considerations that the state develop its intervention capacity in specific areas where school administrators cite the greatest need.

This paper focuses on recent changes in the ways in which state education agencies (SEAs) and districts collaborate with one another. The paper includes examples of collaboration in which SEA officials and district and school leaders engage in practices to directly or indirectly improve instruction, and concentrates on examples where staff members of the SEA engage directly with staff members of local districts and schools.

This 2004 report details the results of a study exploring the demographic profiles of charter schools in Massachusetts as compared to the districts from which they draw students. This analysis of student population data informs the ongoing debate on the funding, effectiveness, and possible expansion of charter schools. The principal finding of the report is that charter schools across the state currently enroll more students in some population categories when compared to their feeder districts, but enroll fewer students in other categories.