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In this report, CADRE researchers share results from conducting a qualitative multi-site case study at three former low performing schools located in one school district that adopted locally motivated turnaround strategies and practices to maintain higher levels of student achievement over time. Two schools are former turnaround schools that participated in the Colorado Department of Education’s (CDE) Turnaround Network (TN), and one school did not participate in the network but used many of the tools and strategies provided to TN schools. The purpose of this multi-site case study was to identify the practices, and conditions supporting those practices, that these schools learned through partnership with the TN and continue to sustain through present day.

This is an addendum to a report prepared for the Colorado Department of Education (CDE) by the Center for Assessment, Design, Research & Evaluation (CADRE) at CU Â鶹ӰԺ (Shear et al., 2021). CDE requested an addendum to the 2021 CADRE report presenting similar descriptive analyses for schools that participated in the Connect for Success (CFS) program and providing initial descriptive analyses of academic outcomes for schools participating in two other Empowering Action for School Improvement (EASI) programs: The Multi-Tiered Systems of Supports (MTSS) and Accountability Pathways Planning and Implementation (Pathways).

In this study, we provide a rich description of one academic coaching program and use a quasi-experimental design to evaluate the program’s effects on student outcomes. We investigate two research questions: 1) how does academic coaching influence key student outcomes? and 2) to what extent do these effects vary by amount of coaching received?

For this report, we analyzed longitudinal administrative data collected by the Colorado Department of Education to track the academic performance of schools. The analyses contained in this report focus on the set of schools receiving School Turnaround Network (STN) and School Turnaround Leadership Development (STLD) supports.

This report focuses on one particular technical choice CDE must make when deciding which version of the SGP model to use in measuring student growth, namely whether these measures should be based on so-called cohort or baseline-referenced SGPs.

This document presents a set of classroom assessment principles intended as a resource for practitioners, especially school leaders and district and state policymakers. Together these principles articulate a shared vision for effective classroom assessment practices.

Link to Resource: Summary of Median Growth Percentile Analyses: Descriptive Statistics, Demographics Correlations, and Stability AnalysesAuthors: Benjamin R. ShearCitation: Shear, B.R. (2019). Summary of median growth percentile analyses:

By the ASPIRE Research Team. This paper outlines development of the Modeling Energy Flows Learning Progression and key indicators for each level of the learning progression. This learning progression is designed to directly support three-dimensional science learning by integrating the crosscutting concept of energy in systems and the science practice of modeling at each level.

Link to Resource:  The State of District-Level Interim AssessmentsAuthors:  Amy Burkhardt and Derek C. BriggsCitation: Burkhardt, A. & Briggs, D.C. (2018). The state of district-level interim assessments. Â鶹ӰԺ, CO:

Link to Resource: The Relationship between the Learning Assistant Model and Failure in STEM Gateway CoursesAuthors:  Jessica L. Alzen, Laurie Langdon, and Valerie K. OteroCitation: Alzen, J.L., Langdon, L., and Otero, V.K. (2018