RFA recently concluded a two-year, mixed-methods study examining early implementation and roll-out of literacy and math tools aligned to the Common Core State Standards (CCSS) in multiple sites across the country. RFA researchers collected survey data and conducted observations and interviews to determine teachers’ use and perceptions of the tools.

In education policy discussions, there is little disagreement that teachers matter. When the conversation shifts to measuring teacher performance, consensus is harder to find. RFA’s latest issue brief details some of the factors leading to the developments of teacher evaluation systems statewide and in Pittsburgh, along with research and policy considerations facing officials and stakeholders.

For 20 years, Research for Action has existed as an independent research organization. We are free of influence from special interest groups or funders. We are committed to the principle that our work should only communicate what the research says, not what outside groups or special interests want us to say.

21st Century Community Learning Center (21st CCLC) grants are designed to support out-of-school time (OST) programs to provide academic support for youth attending high-poverty, under-performing schools. Of the 18 Philadelphia organizations awarded 21st CCLC grants in 2011-12, six organizations representing seven providers selected Research for Action (RFA) as their local evaluator. RFA conducted a mixed-methods evaluation that examined student demographics, elements of program quality, and important student outcomes.

Research for Action (RFA) seeks to use research as the basis for the improvement of educational opportunities and outcomes for traditionally underserved students. Our work is designed to strengthen public schools and postsecondary institutions; provide research-based recommendations to policymakers, practitioners and the public at the local, state and national levels; and enrich the civic and community dialogue about public education.