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Featured Studies

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Thomas B. Fordham Institute

A research partnership to explore how the implementation of the No Child Left Behind Act varies from state to state. In the first collaboration , Kingsbury Center researchers and the Fordham Institute published a story of state achievement tests that examined the wide variations in the state proficiency cut scores. The follow up to that study was an analysis of how states’ definitions of Adequate Yearly Progress (AYP) result in wide variance of accountability results, was released in 2009, and updated in 2011 with an interactive data gallery . Our most recent collaboration with Fordham was a groundbreaking analysis of the performance trends of individual high achievers in math and reading over time. You can view the data gallery and access the report here .


The Walton Family Foundation

A collaboration to investigate the feasibility of linking schools’ state assessment results across several states to the NWEA scale in order to permit cross-state comparisons of schools.


Vanderbilt University National Center on School Choice

Researchers at Vanderbilt have conducted extensive research using NWEA data, using longitudinal datasets from the Growth Research Database to investigate how school choice affects individuals, communities and systems.

The Center also collaborated with NCSC to administer multiple surveys to teachers and principals at select NWEA schools of choice and their matched control schools. The purpose of the surveys was to learn whether administrative practices within the schools have an effect on student performance, and how individual teacher curriculum matches with state standards. The teacher survey data was matched to the corresponding student test data.

In one study, Vanderbilt and the Wisconsin Center for Education Research collaborated to link data from NWEA’s MAP test in mathematics to data gathered about teacher classroom-practice from the Surveys of Enacted Curriculum.


Notre Dame University and the Wisconsin Center for Educational Research

A proposed partnership to develop tools to discover how teacher instructional practices are linked to student performance and college readiness standards.


All Hands Raised

– In this collaboration with All Hands Raised (formerly the Portland Schools Foundation), Kingsbury Center researchers provide consultation on the on the annual evaluations of the Ninth Grade Counts (NGC) initiative to Portland Public School ninth graders at risk of dropping out. Read the 2011 report here.


Clemson University’s Eugene T. Moore School of Education

— A project with Clemson University researchers to evaluate the effect math and science professional development programs have on student achievement. Results from the project have been promising; the programs show a significant positive impact on student growth.