Center for Research on Education, Diversity & Excellence

Project Descriptions

Integrated Reform and System Studies

The integrated reform cluster included projects involving the design, enactment, and/or evaluation of major multi-element educational programs, each of which has the potential for significant impact on local, state, tribal, and national policy. Each of these programs was based on a wealth of research data, pilot work, and the committed involvement of practitioners and community members. The projects examined how major reform efforts affect the education of several different groups of language minority and at-risk students, including those from Latino, Native American, African American, Hawaiian, and Appalachian backgrounds.

 

Estimating the Population of At-Risk Students Using Multiple Risk Indicators
David Grissmer, RAND

This project developed comprehensive composite indicators of risk and used these to estimate the number, location, and socioeconomic and racial/ethnic characteristics of students at-risk of educational failure. In addition, the project analyzed how these estimates may change as the population becomes more diverse in the next decade.

 

"Scaling Up": Effects of Major National Restructuring Models in Diverse Communities of Students at Risk
Sam Stringfield, CSOS/CRESPAR, Johns Hopkins University
Amanda Datnow, OISE, Univeristy of Toronto

This study examined classroom, school, and district level conditions and actions necessary to ensure successful culture-sensitive reforms. Data are reported concerning the long-term effects of several leading school restructuring programs on culturally diverse student bodies and faculties of participating schools. The results provided greater understanding of school restructuring in high poverty, multicultural, multilingual contexts.

Read the Research Report online.

 

Untracking: Evaluating the Effectiveness of an Educational Innovation
Hugh Mehan and Lea A. Hubbard, University of California, San Diego

This study evaluated the effectiveness of programs that "untrack" low-achieving high school students by exposing them to a regular college-bound curriculum instead of the more limited curriculum offered by traditional compensatory education programs. The project was modeled on the Advancement Via Individual Determination (AVID) program in San Diego, which has been successful in assisting low-income ethnic and linguistic minority populations.

Read the Research Brief online.

 

Improving Classroom Instruction and Student Learning For Resilient and Non-Resilient English Language Learners
Yolanda N. Padrón and Hersholt C. Waxman, CREDE, University of Houston
Additional Contacts: Ann Brown and Hector Rivera, CREDE, University of Houston

This project examined individual attributes of learners, schools and classroom factors, family factors, and out-of-school factors to help determine why some Latino English language learners (ELLs) have been successful in school, despite coming from similar sociocultural contexts as their less successful classmates. The project developed an instructional intervention for improving the reading instruction of Latino ELLs.

Read the Research Brief online.

 

Appalachian Children's Academic and Social Development in Nongraded Primary Schools: Model Programs for Children of Poverty
Ellen McIntyre and Diane W. Kyle, University of Louisville

This study examined the effects of child-centered nongraded primary programs on urban African American children and rural children of Appalachian descent in terms of academic and social development. The researchers investigated the ways in which teachers deemed as "high implementors" of this model are responsive to the cultural and linguistic knowledge and needs of this population.

Read the Practitioner Briefs resulting from this study here and here.

 

School/Community Co-Constructed School Reform: Upscaling from Research to Practice in a Native American Community
Roland G. Tharp, CREDE, University of California, Santa Cruz
Additional Contacts: Soleste Hilberg, CREDE, University of California, Santa Cruz; Hector Rivera, CREDE, University of Houston

Based on 5 years of previous work in determining effective instructional practices for Zuni students, this study is documenting the processes and effects of a district-wide school reform program based on that research. Major interventions include parent/teacher focus groups, a district-wide teacher evaluation program, a community-based curriculum, and introduction of bilingual instruction.

Learn more on the CREDE Web site hosted by UC Berkeley.



Case Studies of Exemplary Native American Education Conducted in the Context of Native Language, Culture, and Community
William Demmert, Western Washington University

This project assembled a group of prominent Native American educational researchers and program developers to identify existing successful programs serving Native students that incorporate their language and cultural base. An integrated series of case studies of these exemplary programs, a national consortium of programs and schools that promote improved academic performance, citizenship, and traditional values in Native American schools were created. With that national consortium as a base, regional networks were created that focus on improving schools and schooling and incorporate appropriate case-study findings into their own programs, thus creating a momentum to sustain tribal reform efforts over an extended period of time.

Learn more on the CREDE Web site hosted by UC Berkeley.

 

The Role of Classroom Social Organization in School Adjustment and the Development of Peer Relationships and Teacher-Student Relationships
Peggy Estrada, CREDE, University of California, Santa Cruz

This project examined the nature of the social organization of culturally diverse classrooms. It investigated peer relationships, teacher-student relationships, and school adjustment.

Learn more on the CREDE Web site hosted by UC Berkeley.


Return to the CREDE Projects page.

Spotlight

CAL Projects
Four CREDE research projects were conducted at CAL:

  • Two-Way Immersion Education
  • Newcomers: Language and Academic Programs for Recent Immigrants
  • A National Survey of School/ Community-Based Organization Partnerships Serving At-Risk Students
  • The Effects of Sheltered Instruction on the Achievement of Limited English Proficient Students

Learn more.

Resource Corner

Browse the publications developed as part of the CREDE project.

Secondary School Newcomer Programs book cover

Secondary School Newcomer Programs
in the United States

 

The Sheltered Instruction Observation Protocol book cover

The Sheltered Instruction Observation Protocol

 

Two-Way Immersion 101 book cover

Two-Way Immersion 101

 

Featured Publications

Creating Access Book Cover

Creating Access

Realizing the Vision book cover

Realizing the Vision of Two-Way Immersion

Profiles in Two-Way Immersion book cover

Profiles in Two-Way Immersion Education

Browse a complete list of CAL publications.