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The Consortium for Policy Research in Education (CPRE) unites seven of the nation's leading research institutions to improve elementary and secondary education through research on policy, finance, school reform, and school governance. Members of CPRE are the University of Pennsylvania, Teachers College Columbia University, Harvard University, Stanford University, the University of Michigan, the University of Wisconsin-Madison, and Northwestern University.CPRE is currently examining how alternative approaches to education reform--such as new accountability policies, teacher compensation, whole-school reform approaches, and efforts to contract out instructional services--address issues of coherence, incentives and capacity. The results of this research are shared with policymakers, educators, practitioners, and other interested individuals and organizations in order to promote improvements in policy design and implementation.Want to learn more about new and upcoming CPRE publications, project research findings, or where CPRE researchers are presenting? Please visit our Web site at http://www.cpre.org or sign up for our e-newsletter, In-Sites, at insites@gse.upenn.edu. CPRE Research Report SeriesResearch Reports are issued by CPRE to facilitate the exchange of ideas among policymakers, practitioners, and researchers who share an interest in education policy. The views expressed in the reports are those of individual authors, and are not necessarily shared by CPRE, or its institutional partners.For more information, visit our website www.cpre.org, or call us at (215) 573-0700. Consortium for Policy Research in EducationUniversity of Pennsylvania | Teachers College | Harvard University | Stanford University | University of Michigan | University of WisconsinMadison | Northwestern University From Testing to Teaching: The Use of Interim Assessments in Classroom InstructionBy Margaret E. Goertz Leslie Nabors Oláh Matthew Riggan CPRE Research Report # RR-65Our research was funded by a National Science Foundation grant (#REC-0529485) to the Consortium for Policy Research in Education (CPRE). Opinions expressed in this report are those of the authors and do not necessarily reflect the views of the National Science Foundation, the study districts, CPRE, or its institutional members. December 2009Copyright 2010 by Margaret E. Goertz, Leslie Nabors Oláh, and Matthew Riggan About the AuthorsMargaret E. Goertz is co-director of the Consortium for Policy Research in Education (CPRE) and a professor of education policy in the Graduate School of Education at the University of Pennsylvania (Penn GSE). She specializes in the study of state and federal education finance and governance policy. She has conducted extensive research on state education reform policies, state teacher policies, and state and federal programs for special-needs students. Her current research activities look at the impact of standards-based reform in elementary schools and high schools, the implementation of the No Child Left Behind Act of 2001, and state and ...
The Consortium for Policy Research in Education (CPRE) unites seven of the nation's leading research institutions to improve elementary and secondary education through research on policy, finance, school reform, and school governance. Members of CPRE are the University of Pennsylvania, Teachers College Columbia University, Harvard University, Stanford University, the University of Michigan, the University of Wisconsin-Madison, and Northwestern University.CPRE is currently examining how alternative approaches to education reform--such as new accountability policies, teacher compensation, whole-school reform approaches, and efforts to contract out instructional services--address issues of coherence, incentives and capacity. The results of this research are shared with policymakers, educators, practitioners, and other interested individuals and organizations in order to promote improvements in policy design and implementation.Want to learn more about new and upcoming CPRE publications, project research findings, or where CPRE researchers are presenting? Please visit our Web site at http://www.cpre.org or sign up for our e-newsletter, In-Sites, at insites@gse.upenn.edu. CPRE Research Report SeriesResearch Reports are issued by CPRE to facilitate the exchange of ideas among policymakers, practitioners, and researchers who share an interest in education policy. The views expressed in the reports are those of individual authors, and are not necessarily shared by CPRE, or its institutional partners.For more information, visit our website www.cpre.org, or call us at (215) 573-0700. Consortium for Policy Research in EducationUniversity of Pennsylvania | Teachers College | Harvard University | Stanford University | University of Michigan | University of WisconsinMadison | Northwestern University From Testing to Teaching: The Use of Interim Assessments in Classroom InstructionBy Margaret E. Goertz Leslie Nabors Oláh Matthew Riggan CPRE Research Report # RR-65Our research was funded by a National Science Foundation grant (#REC-0529485) to the Consortium for Policy Research in Education (CPRE). Opinions expressed in this report are those of the authors and do not necessarily reflect the views of the National Science Foundation, the study districts, CPRE, or its institutional members. December 2009Copyright 2010 by Margaret E. Goertz, Leslie Nabors Oláh, and Matthew Riggan About the AuthorsMargaret E. Goertz is co-director of the Consortium for Policy Research in Education (CPRE) and a professor of education policy in the Graduate School of Education at the University of Pennsylvania (Penn GSE). She specializes in the study of state and federal education finance and governance policy. She has conducted extensive research on state education reform policies, state teacher policies, and state and federal programs for special-needs students. Her current research activities look at the impact of standards-based reform in elementary schools and high schools, the implementation of the No Child Left Behind Act of 2001, and state and ...
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