Pyne, J., Grodsky, E., Vaade, E., Camburn, E., Bradley, D. (2018) What Happens When Children Miss School? Unpacking Elementary School Absences in MMSD. Madison, WI: Madison Education Partnership. pp.1-42.
Pyne, J., Grodsky, E., Vaade, E., Camburn, E., Bradley, D. (2017) Madison Metropolitan School District Four-Year-Old Kindergarten Program: Patterns of Enrollment. Madison, WI: Madison Education Partnership. pp.1-13.
Grodsky, E., Pyne, J., Vaade, E., Camburn, E., Bradley, D. (2017) Preparing the Littlest Learners: Four-Year-Old Kindergarten Readiness in MMSD. Madison, WI: Madison Education Partnership. pp.1-22.
Executive Research Summaries of Sponsored Studies
Pilarz, A.R., Lin, Y. (2018) Family Engagement in the Madison Metropolitan School District’s Four-year-old Kindergarten Program: Implications for Children’s School Readiness. Executive Research Summary for the Madison Education Partnership. Madison, WI.
Wright, T., Taub, A., Fetter, A., Shumpert, J. (2018) Madison Metropolitan School District’s Four-year-old Kindergarten: Pathways to Resilience for Children and Families Experiencing Homelessness. Executive Research Summary for the Madison Education Partnership. Madison, WI.
Shutts, K., Kalish, C. (2018) Understanding, Measuring & Assessing the Development of Interpersonal Skills in Four-year-old Kindergarten. Executive Research Summary for the Madison Education Partnership. Madison, WI.
A Review of Select Assessments to Measure School Readiness at the Start of Kindergarten, January 2018, Elizabeth Premo
“Understanding Surprising Research Findings on School Attendance” by MEP Co-Director Beth Vaade for EdWeek, October 4, 2018.
Students' academic achievement may be less strongly linked to actual school attendance than first thought. In this EdWeek blog, Vaade highlights new research findings from MEP that indicate family income, race/ethnicity, and parental education are more linked to achievement than the number of days of school students attend. The findings highlight the challenges district staff face as they work to improve attendance and address opportunity gaps.
“How Much Does Missing School Matter for Young Children?” by MEP Co-Director Eric Grodsky for EdWeek, October 1, 2018.
Grodsky discusses research about inequalities among MMSD students related to their number of excused and unexcused absences. The research reveals that the type of absence—excused or unexcused—matters. Critically important are environmental and background factors. The findings raise serious considerations for researchers and policy makers to address as they seek to close opportunity or achievement gaps.
“Bringing Education Research Into the Public Sphere” by Program Manager, Dominique Bradley, for EdWeek, May 21, 2018.
MEP engaged in its first public showcase of work and we reflect on how we can “peel back the lid” on research in a collaborative and engaging way.
“No Surprises’ Policies Between School Districts and Universities: The Surprising Reality” by Co-Director Beth Vaade, for EdWeek, September 28, 2017.
A school district leader shares the unexpected challenges of implementing a "no surprises" policy that worked for the district and the university.
“Lessons Learned from Developing a ‘No Surprises’ Policy for Releasing Research Findings” by Program Manager Dominique Bradley, for EdWeek, September 25, 2017.
No surprises for who? A partnership between a school district and a university shares the experience of crafting and implementing a "no surprises" policy.
“The Benefits of Research-Practice Partnership Work” by Research Assistant Jaymes Pyne and Co-Director Beth Vaade, for EdWeek, June 22, 2017.
Andrew Statz, MEP Steering Committee member and MMSD Executive Director of Research, Accountability & Data Use, comments on the benefits and value of his local research-practice partnership.
“Can Kindergarten for 4-Year-Olds Help Close Equity Gaps?” by Program Manager Dominique Bradley and Co-Director Eric Grodsky, for EdWeek, June 19, 2017.
A Madison-based research-practice partnership studies impacts of local 4K program.