Research for Action Roundup

RFA Roundup
Insights Into Action.

New Report Explores Impact of Race-Conscious Funding on Higher Ed

As states work to close racial enrollment and completion gaps in higher education, some have employed policies such as Outcomes Based Funding (OBF) or Promise programs with an explicit racial equity focus. Our new study examined diverse approaches from Minnesota, New Jersey, and North Carolina, interviewing policymakers and institutional leaders to understand how, if at all, these policies are shifting resources to racially minoritized students and the institutions that serve them, particularly Historically Black Colleges and Universities (HBCUs) and Minority Serving Institutions (MSIs). We found that racial equity metrics in OBF formulas are insufficient to address historically inequitable institutional funding, and Promise programs fall short of realizing their goals if they only cover tuition and fees.

The study's lead author, RFA Senior Research Associate Kri Burkander, will present this research next week at the 2024 SHEEO Higher Education Policy Conference in Washington, DC

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Relationships First in the School District of Philadelphia

Why Are Head Start Teachers Leaving?

Head Start teacher turnover is on the rise, especially since the COVID-19 pandemic. Our new research, led by Research Associate Kendall LaParo, examines this issue, looking at trends in teacher departures and the reasons behind them. We found a significant increase in turnover rates, particularly in Early Head Start programs. Understanding why teachers are leaving is crucial for improving staff retention and ensuring high-quality education for young children.

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Keystone Exams: A Closer Look at Student Performance

Pennsylvania high school students must now demonstrate career or postsecondary readiness to graduate. Two pathways to demonstrate that readiness require Keystone Exams, so this research explores the historical timing and success rates of students taking the associated courses and exams within the School District of Philadelphia. Recommendations include taking the exams immediately after completing related courses and improving support systems. This study, authored by Molly Pileggi, Sean Vannata, and Alyn Turner, along with our partners at the School District, Theodore Wills and Roland Reyes, aims to help educators better prepare students for graduation and future success.

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Latest Projects, Research, Policy & Analysis

Evaluation of K-3 Literacy Programming in Philadelphia

Personalized, Competency-Based Learning in Arizona

Research for Action has completed a comprehensive study of personalized, competency-based learning (PCBL) in Arizona schools. In partnership with KnowledgeWorks, we examined how these innovative approaches were implemented and impacted student outcomes. Our research included in-depth case studies, surveys of teachers and students, and analysis of student performance data. Key findings from this study will inform future PCBL initiatives and help educators better understand the potential of this approach.

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Evaluating the Impact of Anti-Violence Community Partnership Grants

We are partnering with Equal Measure, Evident Change, and Cities United to evaluate the Anti-Violence Community Partnership Grants in Philadelphia. These grants are designed to support violence prevention and intervention efforts in neighborhoods heavily affected by gun violence. The evaluation focuses on the second year of the Community Expansion Grants, assessing how well these programs serve individuals most impacted by gun violence and whether they have built on the progress from the first year.

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Evaluating Early Learnings and Success of Teach Plus Affinity Group Program

We are teaming up with Teach Plus to evaluate their new Philadelphia Affinity Group Network. We're helping to define what success looks like for this program and measuring teacher retention for participants. By analyzing program data, we'll provide valuable insights to help Teach Plus strengthen their support for teachers.

Assessing WHYY Media Labs Student Engagement Outcomes

Research for Action is studying the impact of WHYY Media Labs on Philadelphia students. We’re analyzing student data to see how the program affects attendance and grades. By comparing students who participate in Media Labs to those who don’t, we’ll provide valuable insights into the program’s effectiveness. This research will help guide future investments in youth media programs.

REVIEW

Examining the Effectiveness of Race-Explicit Funding Strategies in Higher Education

Can race-conscious policies level the playing field in higher education? RFA’s Kri Burkander recently presented on this topic at a State Higher Education Executive Officers Association convening. The meeting brought together partners to discuss equity and adequacy in state higher education funding. Kri showcased our new research exploring Outcomes Based Funding (OBF) and Promise program models designed with an explicit racial equity lens. Our study found that without addressing historical inequities in funding between PWIs and MSIs, OBF race equity metrics cannot equalize the playing field. We also found that Promise programs are limited in their power to change outcomes for students without covering costs of college beyond tuition and fees. Find the research referenced in the presentation here, and click below to see the discussion.

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Recent News

Rethinking Placement: How Embedded Tutors Are Helping Community College Students Succeed

More community colleges and systems are revising their placement policies for incoming students, often encouraging or requiring them to enroll in college-level coursework instead of developmental math and English courses. Research shows that students placed directly into college-level courses with support are more likely to succeed and graduate on time. Developmental, or remedial, coursework often doesn’t count toward a degree and can add to student debt. It is critical, therefore, to provide students with additional academic support to help them succeed. One important model is embedded tutoring, a strategy in which community college students who have successfully completed an introductory, college-level math or English course are recruited to provide support to students in that course.

“Octavius Catto didn’t wait on the sidelines, so neither shall we!”

RFA had an exciting opportunity to partner with the Community College of Philadelphia to co-host a convening to bring together local policymakers, members of institutions of higher education, and other organizational leaders to highlight the value of the Octavius Catto Scholarship. At this convening, we aimed to lift up the experiences and voices of current Catto scholars and staff to inspire attendees to act on and support the Catto Scholarship and the free community college movement.

We're hiring interns!

RFA seeks 3-4 interns with diverse methodological experience, including mixed-methods, quantitative, and qualitative experience. Where possible, the responsibilities of the internship will be responsive to the intern’s interests and skills. Interns will support multiple research and evaluation projects. Intern responsibilities may include conducting literature reviews, contributing to the development of research tools, collecting data, cleaning data, analyzing data, producing research products, and supporting research project administration.

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