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Center for Policy, Research, and Evaluation

PRE team meets over zoom

The Center for Policy, Research, and Evaluation (PRE) conducts applied research and evaluation studies focused on promoting positive educational outcomes for youth, and understanding the influence of both schools and communities on those outcomes. Its goal is to use research to inform educational policies and practices at federal, state, local, and programmatic levels.

Current Projects

PRE Research Brief Series: Student and Family Voices

The Student and Family Voices research brief series poses policy, practice, and research implications for students, parents/caregivers, educators, policymakers, school districts, nonprofits, and communities.

Center for Policy, Research, and Evaluation

An Evaluation of the BPS Excellence for All Initiative

Our report provides a primarily qualitative analysis of fidelity and quality of support for student learning in the implementation of the EFA initiative in 16 Boston Public Schools serving 4-6th grade students.

Gates Racial Identity Project

The Center for Policy, Research, and Evaluation is studying a cohort of five leading youth-serving organizations to better understand relationships among racial identity formation.

BEES Evaluation

PRE is working closely with BPS to conduct a 2 year, mixed-method formative evaluation of BEES to understand how the programs works and to determine if participation in BEES has an impact on science outcomes for students.

Organizing Family and Community: Collective Parent Action and Intergenerational Learning

This project, funded by the Spencer Foundation, explores how children learn and thrive when their parents and family members belong to parent leadership and organizing groups.

Kentucky Collaborative Evaluation

The Kentucky Collaborative is a network of families, schools, districts, and community partners sharing a unified voice in advocating for family leadership and effective family-school-community partnerships.

Kentucky Collaborative Research Study

The goal of the Kentucky Collaborative Research Study is to understand how family-school partnerships change in schools over a 3-year time period.

Parent Leadership Indicators Project

With access to high-quality leadership training and development, parents can become powerful advocates for greater opportunities for children, and the family becomes a vital constituency for improved child and community outcomes.

Parent Leadership Training Institute Evaluation

A program that enables parents to become advocates for children and focuses on parents as partners with agencies and leaders.

Past Projects

Culturally Responsive Mastery-based Education Research Project

Seeks to understand how culturally responsive mastery-based practices influence historically marginalized students’ learning capacities, school engagement, and academic outcomes.

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Youth Organizing Trajectories Study

A study to understand the trajectories of young people who participate in youth organizing (YO)

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The Exploring Leadership Councils Study

A four year, three-cohort, mixed methods study that examines whether and how youth leadership councils (YLCs), foster developmental competencies and critical consciousness.

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Real Parent Power

Current national and local education policies often pit teachers and parents against each other. But in one Minneapolis community, parents and teachers decided to work together with great results. This is their story.

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Evaluation of Academic Parent Teacher Teams

An evaluation of Academic Parent Teacher Teams (APTT) in New York City middle schools.

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Florida Atlantic University High School

FAUHS is the only high school in the country where students concurrently work towards a high school diploma and a bachelor’s degree.

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High School Characteristics and Postsecondary Success among Boston Public School Graduates

The college enrollment rate of Boston Public School graduates may be relatively high (66.2% for the class of 2011), but there is significant variation by race, income level, disability status, and English proficiency.

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