Students also gain experience through the required Capstone-Practicum course EDPLY-GE 2050, where they work individually or in teams during their final semester to design and perform a research study. Projects are designed and written for a particular “clientele” in the policy community. Throughout the tenure of their Capstone-Practicum project, students are expected to consult with faculty who have relevant expertise in appropriate fields of research specialization.
At the end of the semester, all students present their Capstone-Practicum projects in a public session and faculty and students have the opportunity to engage in discussion of their work.
Recent Capstone-Practicum Projects
Assessing the Impact of Teacher Specialization on Elementary Science Achievement: A Comparison between the US and Denmark - Marcelle Goggins
Skimming and Segregation in Charters: An Analysis of Charter vs. Traditional Public Schools Populations in Two Cities - Rebecca Ivester
Do Schools that Waive High Stakes Tests Do Better? A Study of the New York Performance Standards Consortium Schools - Jessica D. Coleman, Jessica L. Dawson, Myra S. Jacobs, and Nitzan Ziv
The Impact of Early Childhood Education on Children's Non-cognitive Outcomes - Zijian Huang, Uyen (Sophie) Nguyen, and Jiarui Zhang
Does Violent Crime Affect Student Achievement? Evidence from Chicago, Illinois - Charmaine S. Lester