Guiding Evidence-Based School Improvement
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Selected Reports
The following reports and papers provide examples of our work.
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- This study uses a novel methodology to construct a combined medical and educational database to examine the possible relationship between duration of infant surgery under spinal anesthesia and performance on academic achievement testing in elementary school. The study found no relationship between infant spinal anesthesia and surgery with very poor performance on elementary school achievement testing. Former patients were compared with a control population of students matched by grade, gender, year of testing, and socioeconomic status.
- Williams, R. K., Black, I. H., Howard, D. B., Adams, D. C., Mathews, D. M., Friend, A. F., & Meyers, H. W. (2014.). Cognitive outcome after spinal anesthesia and surgery during infancy. Journal of Anesthesia and Analgesia, 2014 Sep; (119)3: 651-660. https://doi.org/10.1213/ANE.0000000000000288.
- STEM-Connect at the University of Vermont's College of Engineering and Mathematical Sciences was a four year, Department of Labor-funded, program designed to create certificates that provided clear and flexible pathways to employment in STEM-related fields. The following evaluation report, completed in 2017, includes both an implementation study and an outcomes/impact study.
- The paper below, Meyers, Herman W., (2018) Measuring Opportunities to Learn Mathematics and Science in a Mathematics and Science Partnership Program, was presented at the Eastern Educational Research Association annual meeting in 2018. The primary purpose of the study was to describe the reliability of a student self-report instrument designed to determine the level of opportunities to learn mathematics and science and preliminary results of its administration.
- This 2018 report below draws on data gathered and analyzed over the course of several years for several district partnerships undertaken by Lesley University's Center for Mathematics Achievement.
- This 2019 report below summarizes both implementation and outcome evaluation findings arising from fifteen years of annual evaluations of the Vermont Mathematics Initiative (VMI). The VMI provides teachers a three-year, comprehensive mathematics professional development program. In addition to coursework in mathematics content, pedagogy and leadership, the VMI provides support for participants in their schools.