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High School Longitudinal Study 2009

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Research Triangle Institute International

Funded by the U.S. Department of Education’s National Center for Education Statistics, the High School Longitudinal Study of 2009 is followed a cohort of students beginning as they entered 9th grade to better understand how their plans, background, and circumstances when they began high school were linked to their decisions about course-taking and to their plans and experiences following high school. The study emphasized mathematics achievement, course taking, and post-secondary decisions. RTI International is conducted the study. As a subcontractor, HRI designed questionnaires for the Base Year for science and mathematics teachers as well as school guidance counselors. For the First Follow-up, HRI  designed questionnaires for school administrators and guidance counselors.

Merck Institute for Science Education Technical Assistance and Formative Evaluation

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Merck Institute for Science Education

Horizon Research, Inc. provided formative evaluation for the Partnership for Systemic Reform, a collaboration among the school districts of Elizabeth, Hillside, Linden, Rahway, and Readington Township in New Jersey; the North Penn School District in Pennsylvania; and the Merck Institute for Science Education. The goal of the Partnership is to provide access to high quality of science instruction in the Partnership districts to increase student interest and achievement in science.

Assessing the Impact of the MSPs: K–8 Science

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National Science Foundation

Horizon Research, Inc. studied the impact of the National Science Foundation’s Math and Science Partnership (MSP) program on teacher content knowledge, classroom practice, and student achievement.  This cross-site study  examined the relationship between the nature of teachers’ professional development experiences and both teacher and student outcomes across a number of MSP projects.  An advisory board with expertise in research design, data analysis, professional development, and science content provided feedback throughout the study. (website)

MSP Institute: Mathematics Specialists in Middle Schools

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Virginia Commonwealth University

The National Science Foundation Mathematics Specialist Partnership Institute supported 50 middle school teachers to become mathematics specialists in Virginia. Each teacher completed a total of 33 graduate credits, over three consecutive summers and the subsequent academic years, and participates in various institute enrichment activities. The teachers earned a master’s degree and certification as a Mathematics Specialist. Each of the 50 participants will serve as a Specialist in their home school district. Horizon Research, Inc. served as the external evaluator.

Geometry Assessments for Secondary Teachers

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University of Louisville

Horizon Research, Inc. provided formative and summative evaluation for the Geometry Assessments for Secondary Teachers (GAST) project, funded by the National Science Foundation. The GAST project developed and validated assessments of secondary mathematics teachers’ knowledge for teaching geometry. HRI evaluated the quality of the development and validation process, and the quality and utility of the assessments.