Two practitioners from the School District of Philadelphia talk with researcher partners about the impact of research on their work. Contributed by the Philadelphia Education Research Consortium.


A descriptive analysis of Philadelphia's English learner population connects researchers and practitioners and starts conversations.


Houston's Assistant Superintendent for Multilingual Programs comments on close research-practice collaboration during and after research conducted on their English Language Learner program.


A Houston study looking at different types of programs for English Language Learners validates district's investments in two-way programs. Contributed by the Houston Education Research Consortium


A New Orleans community leader reflects on how school choice affects segregation and whether integration should be a priority of the city's reform efforts. Contributed by the Education Research Alliance for New Orleans.


A New Orleans study examines effects of post-Katrina school reforms on segregation. Contributed by the Education Research Alliance for New Orleans.


A Chicago school principal recounts his personal experience with disappointing 5Essentials survey results that ultimately became a practical guide for school improvement. Contributed by the UChicago Consortium on School Research.


Chicago offers a model for states and districts adopting school climate surveys to measure school quality under ESSA through the 5Essentials report. Contributed by the UChicago Consortium on School Research.


SFUSD practitioners reflect on the implications of a recent evaluation of their Transitional Kindergarten program and the benefits of partnership work. Contributed by the Stanford-SFUSD research-practice partnership.


An evaluation study of a new prekindergarten program in San Francisco, Transitional Kindergarten, finds benefits and sparks further discussion among partners. Contributed by the Stanford-SFUSD research-practice partnership.


The opinions expressed in Urban Education Reform: Bridging Research and Practice are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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