SRI Education: Connect with us online and in person

SRI Education’s team of experts is committed to tackling the most pressing challenges facing learners and educators, including ensuring children receive high-quality early education, improving STEM education, and advancing equity and inclusion in the classroom. To stay connected with our community and share our work, we find opportunities to engage online through social media and in person at conferences. We invite you to join us as we continue to drive progress and innovation in education.

Check us out on LinkedIn and our other social media platforms!

SRI Education is now on LinkedIn! Follow us and stay updated on our latest research, insights, events, job postings, and more. You can engage with our team of experts, share your ideas, and be a part of our community. Find us on Twitter and YouTube for real-time updates on our events, conferences, and webinars. We also share interesting articles, resources, and insights that can help you stay informed on the latest education trends and issues.

Join us for a four-part webinar series on
early childhood systems building

From March 2023 through June 2023, the Early Learning and Development team at SRI Education is hosting a webinar series on topics related to early childhood state systems building, such as needs assessment and strategic planning, coordinated eligibility and enrollment, engaging partners in planning for data systems, and family engagement. This webinar series is free and open to the general public.

Featured speakers include Mandy Reeve, Grace Kelley, Wei-Bing Chen, Denise Mauzy, Howard Morrison, Rebecca Valenchis, and Kathy Hebbeler of SRI, and Debra Andersen of ICF.

Catch Part 2 of our webinar series on Tuesday, April 4, 2023, from 2 to 3 pm ET!

Wei-Bing Chen and Denise Mauzy will present a deep dive on coordinated eligibility and enrollment (CEE), including three critical action steps for implementing CEE and examples of local and state successes. Register now!

View a recording of Part 1 Needs Assessment and Strategic Planning for Early Childhood: What’s Data Got To Do With It? Part 1 was presented by Mandy Reeve, Grace Kelley, and special guest Debra Andersen on March 15. Learn more about the webinar series and register for upcoming sessions. Email earlylearning@sri.com with questions or inquiries.

Connect with us at the 2023 American Educational Research
Association Annual Meeting

Our SRI Education researchers are thrilled to share their work and connect with you at the American Educational Research Association (AERA) Annual Meeting next month. This year’s conference, on "Interrogating Consequential Education Research in Pursuit of Truth," will take place in Chicago, Illinois, on April 13–16 as well as virtually on May 4–5. We look forward to seeing you at these sessions:

STEM and Computer Science

• Satabdi Basu will share research on “Designing Standards-Aligned Formative Assessments to Explore Middle School Students’ Understanding of Algorithms,” based on her research with SRI colleagues Daisy Rutstein, Arif Rachmatullah, Carol Tate, Hui Yang, and Chris Ortiz.
• Arif Rachmatullah will be presenting “Relating Different Talk Types to Gesture Types in Collaborative Science Problem-Solving Activities,” co-authored by Nonye Alozie and Hui Yang.
• Jared Boyce and Andrea Beesley will be presenting “Exploring Continuous Quality Improvement and After-School STEAM Programming in California After-School Sites,” co-authored by Patrik Lundh.
• Andrea Beesley and Jared Boyce will discuss “Design-Based Implementation Research in Practice: The Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2) Study.”
• Hui Yang will present a virtual poster on “A Polit Study on Exploring Students’ Roles and Group Outcomes During Collaboration,” co-authored by Nonye Alozie and Arif Rachmatullah.

Rural Education

• Patrik Lundh will talk about an evaluation study titled “Accomplishing Effective Systems Change to Improve Student Achievement in North Dakota Schools,” co-authored by Andrea Beesley.

Equity and Inclusion

• Carrie Parker will join a roundtable session to provide insight on “Deepening Educational Equity Indicators for Students With Disabilities and Multilingual Learners.”
• Sheresa Blanchard will be presenting research in “Being an Expert Isn’t Enough: Understanding Experiences of Special Education Professionals Parenting Children With Disabilities.”
• Xin Wei will be presenting two papers, “Math Test-Taking Behavior of Students With Learning Disabilities: A Natural Language Processing Approach” and “The Academic, Behavioral, and Psychological Impact of Extended Time Accommodation Among Students With Learning Disabilities.”

In case you missed us …

Some SRI Education researchers have already shared their research and expertise at conferences and webinars this year. Read below to find out more and access resources and materials.

Annual Association of Mathematics Teacher Educators Conference (February 2–4)

• Andrea Beesley presented “Teacher Professional Development Using Computer Programming to Teach Generalization in Middle School Mathematics,” discussing teachers’ implementation of lessons where students wrote computer programs, recognized and recovered general behaviors from their code, and described these behaviors using abstract mathematical language. Learn more about the project by visiting the National Science Foundation award webpage.

The Campaign for Grade-Level Reading Learning Tuesdays Webinar (February 14)

• Sheresa Blanchard was a guest speaker on a panel titled “Creating Conditions and Environments for Thriving Kindergarteners” in the Learning Tuesdays webinar series presented by the Campaign for Grade-Level Reading (CGLR) and co-sponsored by New America. This panel highlighted strategies for promoting a well-rounded, joyful, and engaging kindergarten year. Panelists discussed the importance of supporting families in building the habit of consistent attendance, explore the connections between reading and music, and talk about the power of learning outdoors. Watch a recording of this webinar panel.

Achieving the Dream Conference (February 14–17)

• Rebecca Griffiths and colleagues presented the session “State-Led Effort to Support Open & Equitable Education Practices in Tennessee” on how Achieving the Dream and SRI International are partnering with the Tennessee Board of Regents to support implementation of open and culturally responsive instructional practices with faculty members and staff across the state. Open education can increase students’ progress toward degrees and may enable transformative instructional practices.
• Rebecca also joined researchers and practitioners from the Postsecondary Teaching with Technology Collaborative to discuss “Supporting Learning and Success in Online Courses: Attending to Learning Skills and Mindsets.” They presented a framework that could support student learning and success in online and hybrid courses and talked about how attending to learning skills and mindsets can mitigate barriers facing students from groups traditionally underrepresented in higher education.

Society for Research in Child Development Biennial Meeting (March 23–25)

• Todd Grindal presented his and SRI colleague Kirby Chow’s research on "Examining Implementation of a Comprehensive State Effort to Reduce Early Childhood Exclusionary Discipline,” which highlighted the importance of addressing systems-level causes of exclusionary discipline and promoting positive behavioral support strategies in early childhood settings.
• Gullnar Syed discussed a new measure she and her colleagues developed in “Measuring Classroom Quality with a Racial Equity Focus: The Assessing Classroom Sociocultural Equity Scale (ACSES)-Global.” This measure aims to promote equitable practices by considering differences in behavior and treatment among children, which are influenced by various identity factors.
• Erika Gaylor discussed data from “Evaluation of an Innovative Funding Mechanism for Public Preschool – Chicago Pay for Success Child-Parent Center (CPC) Project,” an innovative funding mechanism that aims to improve early childhood education outcomes for children and families from low-income households. Erika highlighted the positive impact this program had on the community and the impressive outcomes it has achieved.

Virtual series by The DaSy Center: Improving Data, Improving Outcomes (IDIO) Encore (December 2022–March 2023)

• The Center for IDEA Early Childhood Systems (DaSy) hosted a virtual series of four sessions repeated from the in-person IDIO 2022: Leadership, Equity, Impact Conference in August 2022. The sessions provide strategies and resources for IDEA Part C and Part B Section 619 coordinators, IDEA Part C and B data managers, parent leaders, and others working to improve state capacity for equitable, evidence-based data systems, programs, and practices; and to ultimately improve outcomes for young children with disabilities and their families. View the IDIO Encore virtual sessions.

Recent publications

Discover more about how we are making an impact in our recent research and resources:

• Blog post: “Bilingual Education Research: How to Connect in a Culturally Relevant Way with Spanish Speaking Families”
• Blog post: “Promises and Pitfalls of PBIS Part 3: Strategies for Educators to Reduce Implicit Bias When Responding to Challenging Behaviors”
• Journal article: “Effects of Having an IEP on the Reading Achievement of Students With Learning Disabilities and Speech or Language Impairments”
• Journal article: “Innovations and Opportunities in Care for Black Mothers and Birthing People”
• Journal article: “Unpacking the Relationship Between Classroom Teacher Characteristics and Time to English Learner Reclassification” 
• Briefs and final report: “Open Educational Practices and Culturally Responsive and Sustaining Practices in Four K–8 OER Programs”   

Recent awards

• Lynn Newman and her colleagues recently won Publication of the Year by the Division for Culturally and Linguistically Diverse Exceptional Learners of the Council for Exceptional Children for their study on multilingual students with disabilities. The publication, “Secondary Students Receiving Special Education and English Learner Services: Identity Informed Transitions,” is not yet released, but stay tuned! 
• Adrienne Woods was recognized for her new journal article, “Best Practices for Addressing Missing Data Through Multiple Imputation,” in Infant and Child Development. Leading a team of nearly 20 researchers, Adrienne built an easy-to-read resource for researchers on options for dealing with missing observations, busting a few myths about missing data along the way!
• Xin Wei and Jennifer Yu have made a significant contribution to the field of autism research through their groundbreaking study titled “Mathematics Performance, Response Time, and Enjoyment of Eighth-Grade Autistic Students and Their General Education Peers,” which was recently accepted by Autism, a journal by The National Autistic Society. The paper will be released soon, so be on the lookout!

Join our team

Learn about education research career opportunities at SRI in early childhood, college and career pathways, teaching quality and school reform, and data sciences, as well as other employment opportunities!

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SRI Education, a division of SRI International, is helping federal and state agencies, school districts, major foundations, nonprofit organizations, and international and commercial clients tackle some of the most complex issues in education to help students succeed. Our mission is to reduce barriers, optimize outcomes, and ensure educational equity for all children, youth, and families. We do this by conducting high-quality research, supporting use of data and evidence, helping to strengthen state and local systems, and developing tools that improve teaching and accelerate and deepen learning. Our work covers a range of topics: early learning and development, disability and inclusion, supporting multilingual learners, student behavior and well-being, teaching quality, digital learning, STEM and computer science, and literacy and language arts, and college and career pathways. We believe diversity in our organization and project teams leads to better and more equitable research and technical assistance, resulting in improved outcomes for all.

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