The CR-MBE Research Project seeks to understand how culturally responsive mastery-based practices influence historically marginalized students’ learning capacities, school engagement, and academic outcomes. Learning capacities refer to mindsets, learning skills, and academic behavior. School engagement refers to academic behavior, attendance and discipline. Academic outcomes refers to course grades, college and career readiness, and other measures of performance. CR-MBE blends two approaches to educating children: (1) centering students’ cultures and experiences to facilitate teaching and learning and (2) teaching and learning that occurs until students demonstrate proficiency.
- What CR-MBE school-wide practices and policies are implemented with quality in CR-MBE schools as a whole or in specific CR-MBE schools as compared with matched control schools?
- What mindsets, practices, and skills do CR-MBE teachers report, as compared with teachers in control schools?
- What short-term outcomes do CR-MBE students report or post, as compared with control school students?
The CR-MBE Research project is framed by concepts from Culturally Responsive Education and Teaching, Mastery-based/Competency-based Education, Critical Race Theory, DisCrit, Community Cultural Wealth Theory, and Opportunity Gap.