Center for Urban and Multicultural Education at IU School of Education at IUPUI issues analysis.
John Houser of the Center for Urban and Multicultural Education at IUPUI dissected the [Mind Trust] plan in a detailed report, countering claims it makes of improvements in New Orleans and New York City... Houser's report raises serious questions about a plan in Indianapolis that is receiving too little scrutiny from those in authority.
Six months after the Mind Trust released its plan to reform Indianapolis Public Schools, researchers at Indiana University say the strategy relies on experiments in other cities that ultimately led to greater inequity among students and did not produce dramatic academic gains.
The Fort Wayne Journal Gazette editorializes about the proposed REPA II changes to teacher and administrator licensure citing CUME's report on teacher licensure and certification documenting the positive impact from teachers prepared in university-based teacher education programs.
This research report provides a review of the research and evidence pertaining to the Mind Trust proposal for Indianapolis Public Schools, with a focus on issues of equity. It reviews the available evidence pertaining to similar school reform efforts in New Orleans and New York City, as well as pertaining to some of the key aspects of the plan, such as mayoral control, alternative teacher certification, expansion of charter school options, and the role of education management organizations.
This research brief unpacks the definition of Year-Round Education and then presents the current thinking and research about its adoption and impact on students, teachers, and families.
This brief outlines the pros and cons of TFA as evidenced by independent research.
Issues identified in the research raise more questions about the long-term benefits of charter schools, their economic impact on traditional public schools, and the overall direction of the public education system.
The substantial variation in requirements among alternative certification programs raises questions about standards and minimum requirements, and more importantly, the impact on low-income urban and rural minority populations.
This report describes some of the major initiatives that the Indianapolis Public School (IPS) system has undertaken in the past decade and to highlight schools that have enjoyed a measure of success.
Joshua S. Smith and Robert J. Helfenbein, Jr. co-authored this book chapter about translational research in education.