The advent of the Pennsylvania Information Management System (PIMS) has made state-wide analysis of teacher turnover possible for the first time. Using this database, RFA will examine teacher retention and turnover across the state, and conduct comparative cross-district analyses that track teacher mobility, as well as predictors and effects of teacher turnover. This project is funded by the Ford Foundation and the William Penn Foundation.

RFA is leading "Learning from Philadelphia's School Reform," a comprehensive, multi-year study of Philadelphia's complex and radical school reform effort. RFA researchers worked with colleagues from the University of Pennsylvania, Montclair State University, Swarthmore College, and the Consortium on Chicago School Research to examine the impact of state takeover, the efficacy of a diverse provider model, the success of district-level leadership in managing a complex set of reforms, the engagement of civic and community groups with district policy and school improvement, and the key factors influencing student outcomes under various school conditions and school management models. "Learning from Philadelphia's School Reform" included a multi-faceted, vigorous public awareness component that engages leaders and citizens in the process of educational change, and informed and guided the national debate on school reform. RFA continues to disseminate information broadly through public speaking and the RFA website.

RFA's study on the use of interim assessment data focused on low-performing urban elementary and middle schools that are under significant pressure to improve student achievement and to use student data to accomplish that goal. The study took advantage of the local context of school reform in Philadelphia, where the state's district takeover and implementation of a diverse provider model in 70 low-performing schools has introduced considerable variation in program intervention designs to guide and support teachers' and administrators' data use. The study contributed to the understanding of the transition to reflective use of data to inform instruction in low-performing urban schools. In addition, the research explored the policies and interventions that support educators in making these transitions. The study also identified the kinds of instructional decisions that result from deliberations about data and their effects on student achievement.

RFA conducted a comprehensive, mixed methods evaluation study designed to inform, support, and assess the Pennsylvania High School Coaching Initiative, a partnership of the Pennsylvania Department of Education, the Penn Literacy Network and Foundations, Inc. The initiative aimed directly at increasing the rigor of educational programs in high-need secondary schools through the integration of key program components including: 1) creation of a classroom based coaching model in participating high schools; 2) establishment of district and school infrastructure to support the coaching model; and 3) intensive professional development for intermediate unit, district, and school leaders and teachers.

RFA and the Consortium for Policy Research in Education (CPRE) conducted a 5 year multi-method evaluation of Children Achieving, Philadelphia's systemic school reform effort from 1995-2000. The program, one of the urban reform initiatives funded through the Annenberg Challenge, included standards-driven curriculum and assessment, a performance accountability system, decentralization of decision-making, and professional development aimed at strengthening leadership and improving classroom practice.