University of Minnesota through U.S. DOE i3 grant, January 2012-December 2016
Staffing: Erika Hunt, Ashley Long, and Laura Kalmes
In 2012, the Midwest Child-Parent Center (CPC) Expansion Project was awarded an Investing in Innovation or “i3” grant of $15 million over five years from the U.S. Department of Education. While the University of Minnesota’s Human Capital Research Collaborative (HCRC) was the primary coordinator of the project and oversaw the work of collaborating partners, the Center for the Study of Education Policy (CSEP) at Illinois State University contributed to the dissemination, implementation, and impact of the project. A primary product of the project has been the development of a CPC P-3 Program Manual (Child Parent Centers, Preschool-3rd-Grade Program). The manual and other materials can be found on the CPC, P-3 website.
Illinois State Board of Education, 2011-2017
Staffing: Gary Cates, April Mustian, Lisa Hood, and Dianne Gardner Renn
Since October 2011, Illinois State University has been under contract with the Illinois State Board of Education to serve as the external evaluation team for the state’s RtI program. Lisa Hood and Dianne Gardner, researchers and evaluators from CSEP, are members of this team and are partnering with faculty members April Mustian from the Department of Special Education and Gary Cates from the Department of Psychology. This project is a five-year grant funded by the State Personnel Development Grant (SPDG) under Part D of IDEA 2004 from the U.S. Department of Education. The program evaluation addresses the need for a systematic mixed methods program evaluation on the State of Illinois' ability to provide intensive professional development, coaching, and technical assistance on Response to Intervention (RtI) that yields large-scale, sustained RtI implementation in districts across Illinois. The ISU evaluation team is collecting fidelity of implementation data using both quantitative and qualitative methods as well as collecting baseline data on student outcomes. As the project progresses, the evaluation team will continue to collect student outcomes data to assess the SPDG project's effects on RtI implementation at the district and school level, as well as student outcomes in reading, mathematics, behavior, attendance, discipline, and promotion.
Illinois Board of Higher Education 2004-2016
Staffing: Dianne Gardner Renn, Paul Baker
Under this evaluation contract, CSEP faculty assist NCLB grantees to improve teacher professional development projects, focusing on measurable outcomes and embedded evaluation methods. CSEP assists the Illinois Board of Higher Education (IBHE) in preparing reports, designing policy documents, and sponsoring annual symposia for grantees. The evaluation process has earned recognition from the U.S. Department of Education and from the State Higher Education Executive Officers (SHEEO) organization.
The Joyce Foundation, 2015
Advance Illinois and Education Systems Center at Northern Illinois University (EdSystems) were awarded a planning grant to develop the parameters for a potential private grant program intended to better align the high school to post-secondary education transition in Illinois. A High School and Post-secondary Education Community Team from McLean County was invited to participate with the planning initiative and in order to support the McLean County Community Team, a grant has been allocated to cover travel for team participants and to fund a jointly selected project initiated by the team during the planning period. The McLean County Community Team will work on a regional planning effort to accelerate student advancement to college and careers through the STEM career pathway system by convening Unit 5 school district, Heartland Community College and Illinois State University to look at the alignment of career clusters in STEM related subjects.
Illinois Board of Higher Education, 2003-2005
Predictors of success on the Illinois PSAE exam were identified through analysis of scores and information about the high school juniors who take the test. Course-taking patterns and school characteristics were studied to make recommendations for policies that influence college preparation for low-income African-American and Hispanic students. You can more information about the Access to College study here.
Office of the Governor, Illinois Century Network, 2004
The use of technology to expand and improve the involvement of parents in their children's learning is explored. Costs, time, privacy and access to technology are identified as critical issues. You can download the School/Home Communication final report here.
Illinois Board of Higher Education, 2003-current
The Illinois Board of Higher Education has often had difficulty in assessing the impact of a statewide grant program by pooling evidence from individually funded grant projects. It has been even harder for the Board to extract from individual evaluations general lessons for policy and practice. The Center’s goal for the Evaluation Team is to derive general lessons for improving teacher quality by collating data from individual projects funded by the ESEA grants for Improving Teacher Quality. In brief, the goal is to solve the above-stated problem of generalizing from numerous individual grants to an assessment of the statewide program as a whole. Learn more about the ESEA evaluation.
The Wallace Foundation, 2014-2015
Staffing: Lynne Haeffele, Erika Hunt, Lisa Hood, Alicia Haller, Kristine Servais, Joe Pacha
The purpose of ISLAC is to serve as a strategic planning group to continue to strengthen leadership development and support in the state. The main goal of the council is to provide strategic leadership for a statewide, five-year action plan designed to support school leader preparation efforts already in place and the documented impact on statewide school performance. Aligned with this goal, the council will also work on the following objectives:
ISLAC is chaired by Dr. Steve Tozer, professor of educational administration at the University of Illinois at Chicago and Dr. Diane Rutledge, executive director of the Large Unit District Association. Staff for the council will be provided by Dr. Lynne Haeffele and Dr. Kristine Servais, serving as consultants to this work and Dr. Lisa Hood, providing in-kind support. The council will be comprised of approximately 50 representatives from professional organizations, P-12 education, private and public universities, special interest groups, the Illinois General Assembly, the Illinois State Board of Education, and the Illinois Board of Higher Education. More information about ISLAC can be found on Illinois School Leader.
McCormick Foundation, June 1, 2013 through May 31, 2015
Staffing: Lisa Hood, Debra Kasperski, Erika Hunt, Pam Rosa with Rosa Educational Consulting, and Lizanne DeStefano, Gabriela Garcia, and Sarai Coba from I-STEM Initiative of UIUC
The Center for the Study of Education Policy (CSEP) at Illinois State University is conducting a study to validate the Danielson Framework for Teaching in PreK-3rd grade classrooms in Illinois. This study also explores the implementation of the Illinois teacher evaluation system in these early learning classrooms in terms of best practices in using the system to grow teachers' practices. This study will take place in approximately seven selected districts and early childhood centers throughout Illinois (northern, central, and southern Illinois as well as Chicago) in fall 2014 and spring 2015 with a sample of PreK-3 teachers and teacher evaluators (e.g., principals, master teachers, directors).
Conducting a validation study of the Framework has multiple purposes:
A website was created, Teacher Evaluation in Early Childhood Classrooms, that houses information about the project, including:
McCormick Foundation, 2008-2012
Staffing: Lisa Hood
The LINC initiative, funded by the McCormick Foundation since 2008, is focused on supporting leaders in early childhood and K-12 to develop and nurture a seamless learning continuum centered on children's learning and development. The intended outcome is to develop and implement policies/practices that address the missing "links" in creating a learning continuum to support the whole child from birth to beyond. At the core of this work is the role that early childhood and K-12 school leaders play in their efforts to collaborate with families, support agencies, and community and state stakeholders to bridge these "links".
The Wallace Foundation, 2001-2010
In 2001, Illinois was one of fifteen states selected and funded by The Wallace Foundation to complete a project aimed at strengthening education leadership throughout the state. In 2006, The Wallace Foundation increased its award to Illinois expanding the state's work to focus on building a cohesive leadership system that included the following:
In 2005, IL-SAELP passed legislation (Public Act 094-1039) designed to license and support aspiring, new, and experienced principals and in 2010, passed legislation (Public Act 096-0903) creating a new P-12 Principal Endorsement. Part of this work Illinois Administrators' Academy (IAA) Task Force: Making the Investment in High Quality Professional Development, 2006-2007.The IAA Review Task Force was created as part of P.A. 094-1039 to provide for an objective examination of the Illinois Administrators' Academy and to propose strategies that the Illinois State Board of Education (ISBE) may adopt to improve professional development for Illinois school administrators. Learn more about IL-SAELP.
Education Trust, Joyce Foundation, 2004-2006
The nature and score of the teacher distribution problem in Chicago, Cleveland, and Milwaukee public schools were outlined in this three-state study. Policies were recommended for a comprehensive approach to improving the quality of teachers serving low-income, minority, and low-performing student. Learn more about Improving Teacher Quality.
Illinois Business Roundtable, Illinois State University, 2003-2006
Best practices among consistently high performing, low-income schools were examined at 29 Illinois schools, focusing on school climate and culture, curriculum, staffing, instruction, monitoring student progress, and recognition, rewards, and intervention. Conducted as part of a multi-state study with the National Center for Educational Achievement. Learn more about the Illinois Best Practice School Study.
Gates Foundation, 2002-2006
Effective leadership practices, focusing on data-driven decision making for continuous improvement, were addressed in a series of workshops.
Illinois Board of Higher Education, 2003-2005
Training and support was provided to help K-12 teachers and faculty that prepare teachers with skills and understanding to help English Language Learners succeed in the mainstream classroom. Learn more about the Training Program for Teachers on ELL.
Every year, the Center surveys superintendents throughout the state to capture the current issues and concerns facing school leaders throughout Illinois. Survey results are used by educators and governmental leaders in policy development. Get the results of past Superintendents’ Surveys.
Illinois Board of Higher Education, 2010-2013
The Illinois Grow Your Own (GYO) Teacher Education Initiative is a consortium of partnerships between colleges of education, public schools, community colleges, and community-based organizations that recruit and develop a pipeline of community-based teachers who come from the community in which they will one day teach. The Illinois GYO initiative began in Chicago’s Logan Square Neighborhood Association through a Department of Education grant. From this beginning, the statewide program evolved through legislation passed in 2004 into the current statewide initiative that serves 243 teacher education candidates in 12 high-need communities in the state, including 6 in Chicago and one each in Southernmost Illinois, East St. Louis, Quad Cities, Rockford, Springfield, and the South Suburbs. CSEP has had a contract with IBHE since August 2010 to serve as the statewide evaluation arm of the GYO initiative. Learn more about the Illinois Grow Your Own Initiative.
Illinois State Board of Education, February 2012-May 2013
As of September 1, 2012, Illinois public school systems will begin to implement changes in performance evaluation processes, as required by state law (PERA). These changes ultimately will mean that performance evaluations ratings for teachers and principals will be based on an instructional framework of standards aligned to the Illinois Professional Teaching or School Leader Standards for professional practice and will incorporate measures of student growth. The state required that district administrators, school leaders, and others who will evaluate principals and teachers must undergo rigorous training to pre-qualify them as evaluators. ISBE contracted with the CEC Partnership Group (in which CSEP is a partner) to develop the Growth Through Learning training (pre-qualification training). The role of CSEP focused on the development of an on-line library, assistance with development and validation of the training modules, and the coordination of the Growth through Learning Advisory Committee. Learn more about the Growth Through Learning Initiative.
Illinois Board of Higher Education, March 2014-September 2014
*Funding for the IBHE P20 Illinois Learning Standards was extended to the 2014-15 school year as a result of a grant extension amendment.
Adopted in 2010 by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSSO), forty six states, two territories and the District of Columbia are now participating in the use of the Common Core State Standards (CCSS). The original purpose of the CCSS was to provide consistency across the states of what knowledge, skills and abilities students are expected to learn in subjects such as English Language Arts (ELA) and Mathematics (and eventually Science and Social Studies) in order for them to be competitive in a global economy. Much of the focus has been on the implementation of the standards in K-12 schools with the emphasis that the new standards are designed to assure students are ‘college and career ready’. However, the vision of the CCSS, in which higher education was an active partner, was much broader at not only ensuring the success of students in elementary and secondary education, but subsequently, in post-secondary education as a result of higher standards and aligned expectations between secondary and post-secondary education. To achieve this outcome requires that higher education not only be informed of the CCSS but also engaged as a full partner in its implementation. With this in mind, the American Council on Education (ACE) recommended four key areas where actions by higher education are needed, including:
Illinois Board of Higher Education, March 2013-September 2013 - The Modeling Effective Collaboration on Common Core Standards Initiative engages partners of the Central Illinois Common Core Alignment Consortium for the purposes of aligning K-12 and higher education curricula, standards, and pedagogy and preparing new teachers on the common core curricula and new methods of delivery. This project will tap into the existing work that is occurring with Dewitt/Livingston/McLean County Regional Office of Education #17 and a group of secondary math teachers from throughout the region who have been working on aligning the common core standards. Through this work, post-secondary math and teacher education faculty from Illinois State University, Heartland Community College, and Lincoln College began work on the alignment of K-12 and higher education math standards and expectations. The grant also builds off of new work occurring regionally to inform and prepare higher education faculty, especially general education faculty, around the new Common Core standards, and to infuse new content and pedagogy that address the Common Core Standards into teacher preparation programs and clinical practice.
Illinois Board of Higher Education, 2007-2009 - A highly successful college readiness program was expanded to additional schools and districts. Information about students' progress was analyzed to inform district and state-level policy making on college preparation. You can learn more about the Making College Readiness a Reality project here.
Illinois Board of Higher Education, 2007-2008 - Analysis of national data revealed that Illinois exports more students to colleges in other states than it imports. Students' choices to migrate to large public universities in neighboring states were based on lowest total cost, quality, and prestige. Recommendations focused on funding, student financial aid, and information resources. You can access the final report of the College Migration Study here.
Illinois Board of Higher Education, 2007-2008 - Focus groups and interviews were conducted with transfer students at Illinois institutions of higher education, both public and private, to characterize student's transfer experiences among two-and four-year institutions. You can access the final report of the Student Transfer Study here.
Lumina Foundation for Education, 2004-2006 - Twenty-five year trends in state support for higher education reveal that financial access to college declines with national recessions. A national survey assessed the impact of the 2001 recession. Interviews of policymakers in selected states identified strategies for balancing student aid and tuition. Recommendations focused on maintaining access for students and support for higher education through economic cycles. You can learn more about the Recession, Retrenchment, and Recovery project here.
A survey of the members of the National Council of State Directors of Community Colleges reveals that the budget outlook for community colleges improved in FY2004 but there was still strong competition with other sectors for state funds. Tuition increases are expected to be the primary method for dealing with declining public funds. This report summarizes perceptions of state community college leaders, and is offered as a "barometer" of the current situation and future prospects for community college funding. You can download the State Funding for Community Colleges report here.