Education Data Systems: A Systematic Look at State Practices Related to Researcher Access

As expectations for research and data to inform educational decision making continue to grow under federal policy, state longitudinal data systems (SLDS) are in place in nearly all states and offer a unique resource for generating evidence to support improvement efforts. However, little is known about whether and how researchers are able to access these data. State processes and procedures for granting researcher access may support or impede the generation of timely and relevant research.  In this paper we present findings of a content analysis of state education agency (SEA) websites that explain those processes and procedures.  We find great variability in SEA approaches to supporting user requests, transparency of the process, data privacy and security, guidelines for use, and available data. Results are intended to launch a productive dialogue on these issues and promote more consistent and coherent policies that promote evidence-based decision-making, and, ultimately, stronger ties between research, policy, and practice in order to collectively improve educational opportunities and outcomes for all students.

Connecting Healthy Farms to Healthy Delawareans: A Farm and Food Report – December 2016


Download the report here: DE Healthy Food and Farm Report
In partnership with the Delaware Department of Agriculture, this report reflects conversations with more than 45 Delawareans, representing leadership from agriculture, public health, food retailers, economic development, government and civic organizations. Together leaders met to explore policy barriers and program successes and to understand the most pressing challenges and opportunities across the state of Delaware. Home to 2,500 family farms and $8 billion in economic impacts, Delaware’s thriving farming and food leaders outline in the report priorities for future collective action requiring a broad base of leadership across a variety of sectors. Among recommended actions are: 1. Establish a Delaware Farm and Food Policy Council accountable to the governor; 2. Launch a coordinated marketing campaign across multiple sectors to engage Delawareans about the benefits of agriculture’s strength to the state; 3. Pilot a local distribution intermediary to aggregate and distribute local products within Delaware; 4. Create a public-private funding source to support development of food and farming businesses in Delaware; 5. Unify engagement in planning and transportation efforts to improve state infrastructure; 6. Continue to grow and invest in a nationally recognized farm to school program by establishing a farm to school state coordinator position to promote and support additional activities; 7. Encourage the minimization of food loss and waste by reducing, recovering and recycling.


CPRE/CRESP’s Reading Recovery: An Evaluation of the Four-Year i3 Scale-Up Research Report Released – March 2016

This final report presents the results of a four-year independent external evaluation of the impacts and implementation of the scale-up of Reading Recovery, a literacy intervention targeting struggling 1st-grade students.  The evaluation was conducted by the Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania and the Center for Research in Education and Social Policy (CRESP) at the University of Delaware.

Reading Recovery is implemented through the collaboration of a network that includes local schools, districts, UTCs, and in some cases state government entities. Through independent evaluation, CPRE/CRESP provide a detailed exploration of the interaction of these collaborators, and of both the strengths of the Reading Recovery program and the challenges it faces.


IES Research Grant to Study Knowledge Utilization

CRESP Director Henry May, and researcher Elizabeth Farley-Ripple have been awarded a $5 million research grant to establish the Research 4 Schools (R4S). The center will be located within CRESP and will study knowledge utilization, or gaps between research and practice within schools.

To find out more detailed information about our study, see the original announcement and description on the Institute of Education Sciences website. You can also check out the UDaily article about the study as well as this press release.


Urban Farm Complex Research

This document provides an in depth look at the possibilities for implementing an urban farm complex on the lot on Gordon Street. We begin with an overview of Wilmington’s Socio-economic Demographics to frame the project followed by extensive research on each model.  For some sections, we delve deep into the model and for others we focus more on case studies, best practices and other important information. Link: Urban Farm Complex Research 5.11.2015

New: Post on sweetened drinks featured in WDEL (1150 FM) news/talk radio station


USDA report explores healthy food incentives for SNAP users

New: Blog Post on the National Collaborative on Childhood Obesity Research’s (NCCOR) website:

Tune in to Chicago’s WBEZ 91.5 Afternoon Shift to hear Associate Director Allison Karpyn, PhD share findings from the report “Approaches for Promoting Healthy Food Purchases by SNAP Participants”

Listen Here:

Report available from the USDA (

The plan for leveraging a nutrition labeling system and the incentive approaches for promoting
healthy choices described in this report were developed through a review of the literature, expert
consultation, and consideration of ongoing initiatives to help consumers make healthy choices in
the retail setting. Expert consultation served to further develop the operational details of potential
approaches and to identify challenges, barriers, and opportunities for the likely stakeholders of
each approach. The technical expert rankings identified a set of possible approaches that were
determined to be both feasible and have substantial potential for impact. From that list, the study
team, in consultation with FNS, selected six approaches to develop further. Each of the six
approaches was developed to include a full description of the theoretical framework,
implementation, and suggested adjunct supports. The study team sought additional input from a
midsized regional retailer and a small retailer to refine some of the technical features of these


Study of Philly grocery tests assumptions about complex U.S. obesity problem.
To listen to Associate Director Allison Karpyn’s viewpoint, click on the link below:


Reading Recovery: Scaling Up What Works

New – Report released – December 2014

Report released – August 2013

Reading Recovery is a research-based short-term literacy intervention of individualized instruction for the lowest-achieving first graders. Through its established network of university training centers, Reading Recovery will be scaled up to target persistently low-performing schools, many of which serve high proportions of ELL students and/or students who live in rural areas. Scaling Up What Works has 15 partner institutions of higher education (IHE) participating in the project to facilitate implementation of Reading Recovery in 1,500 schools across 40 states. The overarching goal of the project is to increase the reading achievement levels of students in persistently low-performing schools.
The five key project objectives are to:
  • Train 15 new teacher leaders in Year 1 to serve underrepresented areas of the U.S. with a high population of schools meeting the criteria for Absolute Priority 4.
  • Train 750 new Reading Recovery teachers each year for a total of 3,750 teachers at the end of five years.
  • Work with more than 90,000 Reading Recovery students and over 400,000 students in classrooms or Title I small group instruction.
  • Conduct a rigorous independent project evaluation including both experimental and qualitative methodologies.
  • Provide high-quality oversight for the project, orchestrating activities across all the official partners.

Official Partners: There are 16 official partner institutes of higher education (IHEs) participating in the project: The Ohio State University, Clemson University, Georgia State University, Lesley University, National Louis University, New York University, Oakland University, Saint Mary’s College, Texas Women’s University, University of Arkansas–Little Rock, University of Connecticut, University of Kentucky, University of Maine, University of Northern Iowa, the University of South Dakota, and The University of Pennsylvania (the project’s external evaluator).

Start date:  October 2010
End date:  September 2015


Study of International Baccalaureate Students’ Post-Secondary Outcomes

New – Report released August 2013

Despite a lack of scientifically based research, credit-based transition programs such as International Baccalaureate (IB), Advanced Placement (AP), and dual enrollment have become very popular as a means to increase the rigor of high school course offerings and improve the curricular alignment between high school and college. The purpose of this research is to examine the relationships between participation in the IB Diploma Program and a range of college-related outcomes that occur on the path into and through higher education. By combining data across the International Baccalaureate North American (IBNA) database, the Florida K-20 Education Data Warehouse (EDW), and the National Student Clearinghouse, we can study college enrollment and graduation for a national sample, while using more detailed data from the state of Florida to produce a comprehensive picture of the relationship between participation in IB and students’ postsecondary trajectories as reflected by indicators of academic readiness for college (e.g., high school GPA, SAT scores), access to college (e.g., application and acceptance rates), academic performance in college (e.g., GPA, course grades), persistence to bachelor’s degree attainment (e.g., time to graduation), and access to post-baccalaureate degree programs (e.g., application and acceptance rates). Because not every school offers an IB program, and students who eventually choose to participate in IB programs are a self-selected group, our analytic models include several statistical and econometric approaches for addressing selection bias.
Start date:  March 2009
End date:  February 2013