CIERA represents a consortium of researchers from five universities. The Center's research addresses three areas: (1) characteristics of children and the texts they read; (2) home and school influences on early reading achievement; and (3) policy and teacher professional development effects on early reading achievement. The Center ensures that the research on children's early reading acquisition is disseminated to teachers, teacher educators, parents, and policymakers.
CELA conducts research designed to improve students' English and literacy achievement in schools across America. Researchers examine elements of curriculum, instruction, and assessment that are essential to developing high literacy achievement.
Dr. Judith Langer, Dr. Arthur Applebee, and Dr. Martin Nystrand, Co-Directors
University of Albany, SUNY
Telephone: (518) 442-5026
NCISLA's research focuses on developing ways of advancing K-12 students' learning of mathematics and science. The Center's researchers work with teachers and diverse student populations to develop new math and science learning environments and professional development models for sustained student learning and achievement in math and science.
Contact: Dr. Thomas P. Carpenter, Director
University of Wisconsin, Wisconsin Center for Education Research
Telephone: (608) 265-6240
CREDE researchers develop effective educational practices for linguistic and cultural minority students and evaluate their effectiveness on improving student learning. Research projects include evaluations of curriculum models in diverse settings and with student populations that range from Zuni-speaking students in New Mexico to Spanish-speaking children in California.
Dr. Roland Tharp, Director
University of California, Santa Cruz
Telephone: (831) 459-3500
Dr. Yolanda Padron, Co-Director
University of Houston
Telephone: (713) 743-0605
CRESPAR is a partnership between Johns Hopkins and Howard University. CRESPAR conducts research related to the educational performance of poor and minority children. The Center supports four programs of research: (1) early and elementary school studies, (2) middle and high school studies, (3) school and family partnerships, and (4) systematic supports for school reform efforts. The research projects are designed to improve the education of students at risk for educational failure by documenting determinants of school success for students placed at risk, ensuring that successful educational reform programs and practices are widely implemented, and promoting intellectual achievement, motivation, socio-emotional competence and a positive school experience for students.
Dr. Robert E. Slavin, Co-Director
Johns Hopkins University
Telephone: (410) 516-8800
Dr. A. Wade Boykin, Co-Director
The research at the NCEDL focuses on enhancing the cognitive, social, and emotional development of children from birth to age eight. Researchers examine early childhood practices related to children's development and education and ensure that the research is translated into educational practice and disseminated to practitioners and policymakers.
Dr. Don Bailey, Director
University of North Carolina-Chapel Hill
Frank Porter Graham Child Development Center
Telephone: (919) 966-4250
The mission of NCSALL is to improve practice in educational programs that serve adults with limited literacy and English language skills and those without a high school diploma. They accomplish this by examining factors that contribute to program success and adult learning such as adult development, adult reading, adult student persistence, literacy practices of adult learners, health and adult learning practices, and the impact of participation in adult education and literacy programs on students, families and communities.
Dr. John P. Comings
Harvard Graduate School of Education
Telephone: (617) 495-4843
NCPI researchers examine postsecondary education issues such as effective teaching, learning and assessment practices that contribute to student outcomes, professional development initiatives for educators, student transitions from school to work, and academic quality and productivity.
Dr. Patricia J. Gumport
Telephone: (650) 723-7724
CTP researchers examine efforts to improve the quality of teachers, teaching and learning. Their mission is to identify ways that leaders, policymakers, teacher developers, and the education reform community can support teachers' work and careers, improve teacher quality, and, ultimately, the quality of students' learning opportunities in elementary and secondary schools.
Dr. Michael Knapp, Director
University of Washington
Telephone: (206) 221-4114
CPRE researchers examine how educational reforms lead to improvement in instruction and how knowledge and experience influence school reform efforts. The research projects include looking at accountability and school reform, costs of school reform and effective resource use patterns, cost effectiveness of programs for students in high-poverty communities, knowledge- and skill-based teacher evaluation, teacher quality, and high school strategies for instructional improvement.
Dr. Susan Fuhrman, Director
University of Pennsylvania
Telephone: (215) 573-0700
CRESST has four programs of research that focus on assessing educational quality and addressing persistent problems in the design and use of assessment systems to serve multiple purposes.
Dr. Eva L. Baker and Dr. Robert L. Linn, Co-Directors
University of California, Los Angeles
Telephone: (310) 206-1532
NRC/GT focuses on identifying and developing talent potentials in students and examining the role of school and community influences on the development of gifted and talented students.
Dr. Joseph S. Renzulli, Director
University of Connecticut
Telephone: (860) 486-2900