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Rt ~ R _ ~ _ ~ 5 ~
TO
Committee on a Strategic Eclucation Research Partnership
M.S. Donovan, A.K. Wigclor, and C.E. Snow, editors
Division of Behavioral and Social Sciences and Eclucation
NATIONAL RESEARCH COUNCIL
OF THE NATIONAL ACADEMIES
TH E NATIONAL ACADEMI ES PRESS
Washington' D.C.
www.nap.edu
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· ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
THE NATIONAL ACADEMIES PRESS
500 Fifth Street, N.W. · Washington, DC 20001
NOTICE: The project that is the subject of this report was approved by the
Governing Board of the National Research Council, whose members are drawn
from the councils of the National Academy of Sciences, the National Academy
of Engineering, and the Institute of Medicine. The members of the committee
responsible for the report were chosen for their special competences and with
regard for appropriate balance.
This study was supported by Grant No. R305U000002 between the National
Academy of Sciences and the U.S. Department of Education; Grant No. 00-
61980-HCD from the John D. and Catherine T. MacArthur Foundation; Grant
Nos. 200200171 and 20030091 from the Spencer Foundation; and Grant No.
B7070 from Carnegie Corporation of New York. Any opinions, findings, con-
clusions, or recommendations expressed in this publication are those of the
authoress and do not necessarily reflect the views of the organizations or
agencies that provided support for the project.
Library of Congress Cataloging-in-Publication Data
National Research Council (U.S.~. Committee on a Strategic Education
Research Partnership.
Strategic education research partnership / Committee on a Strategic
Education Research Partnership; M.S. Donovan, A.K. Wigdor, and C.E.
Snow, editors.
p. cm.
"Division of Behavioral and Social Sciences and Education."
ISBN 0-309-08879-8 (pbk.) ISBN 0-309-50727-8 (PDF)
1. Education Research United States. 2. School improvement
programs United States. I. Donovan, Suzanne. II. Wigdor, Alexandra K.
III. Snow, Catherine E. IV. Title.
LB1028.25.U6N37 2003
370'.7'2 dc21
2003008695
Additional copies of this report are available from the National Academies
Press, 500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-
6242 or (202) 334-3313 (in the Washington metropolitan area); Internet, http://
www.nap.edu
Printed in the United States of America.
Copyright 2003 by the National Academy of Sciences. All rights reserved.
Suggested citation: National Research Council. (2003~. Strategic Education Re-
search Partnership. Committee on a Strategic Education Research Partnership.
M.S. Donovan, A.K. Wigdor, and C.E. Snow, editors. Division of Behavioral
and Social Sciences and Education. Washington, DC: The National Academies
Press.
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THE NATIONAL ACADEMIES
Advisers to the Nation on Science, Engineering, and Medirine
The National Academy of Sciences is a private, nonprofit, self-perpetuating
society of distinguished scholars engaged in scientific and engineering re-
search, dedicated to the furtherance of science and technology and to their use
for the general welfare. Upon the authority of the charter granted to it by the
Congress in 1863, the Academy has a mandate that requires it to advise the
federal government on scientific and technical matters. Dr. Bruce M. Alberts is
president of the National Academy of Sciences.
The National Academy of Engineering was established in 1964, under the
charter of the National Academy of Sciences, as a parallel organization of
outstanding engineers. It is autonomous in its administration and in the
selection of its members, sharing with the National Academy of Sciences the
responsibility for advising the federal government. The National Academy of
Engineering also sponsors engineering programs aimed at meeting national
needs, encourages education and research, and recognizes the superior achieve-
ments of engineers. Dr. Wm. A. Wulf is president of the National Academy of
Engineering.
The Institute of Medicine was established in 1970 by the National Academy
of Sciences to secure the services of eminent members of appropriate profes-
sions in the examination of policy matters pertaining to the health of the
public. The Institute acts under the responsibility given to the National Acad-
emy of Sciences by its congressional charter to be an adviser to the federal
government and, upon its own initiative, to identify issues of medical care,
research, and education. Dr. Harvey V. Fineberg is president of the Institute of
Medicine.
The National Research Council was organized by the National Academy of
Sciences in 1916 to associate the broad community of science and technology
with the Academy's purposes of furthering knowledge and advising the
federal government. Functioning in accordance with general policies deter-
mined by the Academy, the Council has become the principal operating
agency of both the National Academy of Sciences and the National Academy
of Engineering in providing services to the government, the public, and the
scientific and engineering communities. The Council is administered jointly
by both Academies and the Institute of Medicine. Dr. Bruce M. Alberts and Dr.
Wm. A. Wulf are chair and vice chair, respectively, of the National Research
Council.
www.national-academies.org
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STRATEGIC EDUCATION RESEARCH
PARTNERSHIP COMMITTEE
JOE B. WYATT (Chair), Vanderbilt University
JOHN S. REED (Vice Chair), formerly chair, Citigroup
CATHERINE SNOW (Vice Chair), Harvard University
CAROLE AMES, Michigan State University
JAMES N. BARON, Stanford University
LLOYD BOND, Carnegie Foundation for the Advancement of
Teaching, Menio Park, California
DAVID COHEN, University of Michigan
LAURA COOPER, Evanston Township High School,
Evanston, Illinois
CHARLES MILLER, Meridian National, Inc., Houston, Texas
RICHARD R. NELSON, Columbia University
REBECCA PALACIOS, Zavala Elementary School, Corpus
Christi, Texas
THOMAS W. PAYZANT, Boston Public Schools, Boston,
Massachusetts
MICHAEL ROTHSCHILD, Princeton University
TED SANDERS, Education Commission of the States, Denver,
Colorado
PHILIP URI TREISMAN, University of Texas
ALEXANDRA K. WIGDOR, Director
M. SUZANNE DONOVAN, Associate Director
JAMES A. KELLY, Senior Advisor
ALLISON E. SHOUP, Senior Project Assistant
SHIRLEY THATCHER, Senior Project Assistant
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PAN E ~ ON LEARN ~ NG AN D ~ NSTRUCTION
STRATEGIC EDUCATION RESEARCH PARTNERSHIP
JAMES W. PELLEGRINO (Chair), University of Illinois at
Chicago
JOHN R. ANDERSON, Carnegie Mellon University
DEBORAH LOEWENBERG BALL, University of Michigan
JILL HARRISON BERG, Cambridge Public Schools (on
sabbatical)
SUSAN CAREY, Harvard University
STEPHEN J. CECI, Cornell University
MARY ELLEN DAKIN, Revere High School, Revere,
Massachusetts
BARBARA R. FOORMAN, University of Texas-Houston
Medical School
WALTER KINTSCH, University of Colorado, Boulder
ROBERT MORSE, St. Albans School, Washington, DC
SHARON P. ROBINSON, Educational Testing Service,
Princeton, New Jersey
JON SAPHIER, Research for Better Teaching, Inc., Carlisle,
Massachusetts
LEONA SCHAUBLE, University of Wisconsin-Madison
JOSEPH K. TORGESEN, Florida State University
MARK R. WILSON, University of California, Berkeley
SUZANNE M. WILSON, Michigan State University
M. SUZANNE DONOVAN, Director
ALEXANDRA K. WIGDOR, Director, SERF
JAMES A. KELLY, Senior Consultant
ALLISON E. SHOUP, Senior Project Assistant
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lukllow~en~mellls
-
The committee is grateful to the many people who
contributed to this phase in the development of a
Strategic Education Research Partnership (SERP). The
financial support of our sponsors at the Department
of Education, the John D. and Catherine T. MacArthur Founda-
tion, Carnegie Corporation of New York, and the Spencer Foun-
dation was essential, of course, but representatives of each also
participated in fruitful discussions with the committee. Our
thanks to C. Kent McGuire, former assistant secretary of educa-
tion research and improvement and to his successor and now
director of the National Institute for Education Sciences, Grover
I. Russ Whitehurst; thanks likewise are due to Valerie Reyna,
Mark Constas, and Sue Betka. We are grateful to Daniel Fallon,
director of the education program at Carnegie Corporation, his
predecessor Vivien Stewart, and colleague Karin Egan; Ellen
Condliffe Lagemann, president of the Spencer Foundation, and
Paul Goren, vice president of the Spencer Foundation and be-
fore that education officer at the MacArthur Foundation.
In the course of our work, the committee drew on the exper-
tise of many others. lames A. Kelly, president of the National
Board for Professional Teaching Standards, served as senior
adviser to the committee throughout. Kelly is one of the few
people in the country to build a new research-based program,
national in scope, that has made teachers and school adminis-
trators central players in education reform. David A. Goslin,
former president of the American Institutes for Research, was a
vital link between the first SERP committee and this one, gener-
ously providing project memory so that the Phase 2 effort could
build fruitfully on what had gone before. In thinking about the
conditions required for a powerful research program, the com-
mittee benefited greatly from Emerson Elliott's deep experience
AC KNOWLE DOME NTS
Vii
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and wisdom. A Tong-time federal career employee, Elliott occu-
pied positions from 1957 to 2000 that placed him in the center of
the federal education research enterprise, including four stints
as acting director of the research function and appointment as
the first commissioner of education statistics in 1992. His paper,
commissioned by the committee and entitled Three Visions for
Investment in Education Research: An Insider's Recollections from
Four Decades in Federal Policy and Practice (January 2002) appears
in condensed form as Appendix A.
The committee extends its appreciation to participants in a
workshop on the organization of research and its relation to
practice in other sectors, held in November 2000. Richard
Klausner, then director of the National Cancer Institute, and
Annetine C. Gelijns and Alan I. Moskowitz, codirectors of the
International Center for Health Outcomes and Innovation Re-
search, Columbia University, gave us insight into important
aspects of the medical sector. Internationally known agricul-
tural economists Vernon Ruttan of the University of Minnesota
and Robert E. Evenson of Yale University shared their knowI-
edge of the system linking research, product development, and
farming through federal and state programs (the agricultural
experiment stations, the extension service) and, more recently,
through private-sector investment. In addition, the committee
benefited from papers commissioned from Linda Argots of
Carnegie Mellon University and lames Rosenbaum of North-
western University on organizational research and educational
change.
The committee's work was enhanced by the Panel on Learn-
ing and Instruction, whose chair, lames Pellegrino, attended all
committee meetings to ensure adequate communication and
coordination between committee and panel. The panel's report,
Learning and Instruction: A SERP Research Agenda, is being pub-
lished as a companion volume to this report.
A special note of thanks is due to committee members
Catherine Snow and John Reed, who agreed to take on the role
of vice chair to help us accomplish a great deal of work in all-
too-little time.
Our thanks go as well to Timothy Ready, who helped get
things started, to administrative assistants Shirley Thatcher and
Allison Shoup, and to Kirsten Sampson Snyder, who managed
the review process.
This report has been reviewed in draft form by individuals
viii
STRATEGIC EDUCATION RESEARCH PARTNERSHIP
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chosen for their diverse perspectives and technical expertise, in
accordance with procedures approved by the Report Review
Committee of the National Research Council. The purpose of
this independent review is to provide candid and critical com-
ments that will assist the institution in making its published
report as sound as possible and to ensure that the report meets
institutional standards for objectivity, evidence, and respon-
siveness to the study charge. The review comments and draft
manuscript remain confidential to protect the integrity of the
deliberative process.
We wish to thank the following individuals for their review
of this report: Sherri Andrews, General Studies, North Carolina
School of the Arts, Winston-SaTem, NC; Nicholas A. Branca,
Mathematical and Computer Sciences, San Diego State Univer-
sity; lames R. Brown, Superintendent, Glendale Unified School
District, CA; Anthony S. Bryk, Center for School Improvement,
The University of Chicago; Williamson M. Evers, Hoover Insti-
tution, Stanford University; Richard M. Felder, Department of
Chemical Engineering, North Carolina State University; Henry
M. Levin, Teachers College, Columbia University; Marcia C.
Linn, Graduate School of Education, University of California,
Berkeley; lames G. March, Graduate School of Business-Dean's
Office, Stanford University; Lorraine McDonnell, Department
of Political Science, University of California, Santa Barbara; Bar-
bara Schneider, Sociology and Human Development, The Uni-
versity of Chicago; and Neil I. Smelser, Department of Sociol-
ogy, University of California, Berkeley.
Although the reviewers listed above have provided many
constructive comments and suggestions, they were not asked to
endorse the conclusions or recommendations nor did they see
the final draft of the report before its release. The review of this
report was overseen by William Danforth, Washington Univer-
sity, St. Louis, and Richard Shavelson, School of Education,
Stanford University. Appointed by the National Research Coun-
cil, they were responsible for making certain that an indepen-
dent examination of this report was carried out in accordance
with institutional procedures and that all review comments
were carefully considered. Responsibility for the final content of
this report rests entirely with the authoring committee and the
institution.
In addition to the NRC-led review, the committee invited
external review from four others, to whom we extend our thanks:
AC KNOWLE DOME NTS
in
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Chester Finn, senior fellow at the Hoover Institution and presi-
dent of the Thomas B. For~ham Foundation; Steven Fleischman,
executive director of the Education Quality Institute; lames
Guthrie, director of the Peabody Center for Education Policy at
Vanderbilt University; and Mary Anne Schmitt, president of the
New American Schools.
loe B. Wyatt, Chair
Alexandra K. Wigdor, Director
Committee on the Strategic
Education Research Partnership
x
STRATEGIC EDUCATION RESEARCH PARTNERSHIP
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Lonienis
Foreword
Executive Summary
The Need for a New Partnership
The Challenge, 9
SERP Capabilities, 23
Helping Hercules: Why Infrastructure Matters
Boston Reading Study, 30
Reciprocal Teaching, 33
Creating the Cognitive Tutor, 36
The Cognitive Tutor Algebra I in an Oklahoma
School District, 39
Linking Research and Practice with Ease, 42
Consortium on Chicago School Research, 45
Conclusion, 51
The SERP Organization
Developing a Program, 52
Attracting Stable Funding and Support, 64
The SERP Governance Structure, 69
SERP Organizational Structure, 70
Summary, 78
X111
1
9
29
52
xi
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SERP Networks:
Who Would Come and
What Would They Do?
Creating Network Partnerships, 79
Who Would Come?, 79
What Would They Do?, 85
An Illustrative Agenda for a SERP Network on
Learning and Instruction, 86
Would SERP Change Practice?, 105
R
,
Xii
79
Charting a Course of Action
Getting to Launch, 110
Taking Off, 115
References
Appendixes
107
~7
Federal Investments in Education Research: 121
A Sobering History
SERP Cost Projections: A Scenario for the
Proof-of-Concept Period
Biographical Sketches of Committee Members
and Staff
127
138
STRATEGIC EDUCATION RESEARCH PARTNERSHIP
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~otewotn
n 1996, the National Research Council, the working
arm of the National Academy of Sciences and its sister
institutions (henceforth, the National Academies), es-
tablished a committee composed of educators, re-
searchers, and policy experts to examine whether it might be
feasible to mount a strategic program of education research that
could make a strong contribution to improving education in the
United States. Their answer, somewhat to the surprise of the
committee members, turned out to be a unanimous and enthu-
siastic "yes!"
The committee's report was published in 1999. Entitled Im-
proving Student Learning: A Strategic Plan for Education Research
and Its Utilization, it proposed as an ambitious experiment-
the establishment of a new research program focused on obtain-
ing answers to four specific questions:
· How can advances in research on human cog-
nition, development, and learning be incorporated into
educational practice?
· How can student engagement in the learning
process and motivation to achieve in school be in-
creased?
· How can schools and school districts be trans-
formed into organizations that have the capacity to
continuously improve their practices?
· How can the use of research knowledge be
increased in schools and school districts?
To address the above questions, the committee called for a
large-scale program of research, development, and evaluation.
Its report pointed out that much of the work would need to be
FO REWO RD
Xiii
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embedded in school settings, and that it should be informed by
the needs of the most challenging schools in particular, high-
poverty urban schools. Proposing a "built-in partnership" of
research, policy, and practice, the report recommended that the
new research program be "focused, collaborative, cumulative,
sustained, and solutions oriented."
With generous support from the U.S. Department of Educa-
tion, the MacArthur Foundation, Carnegie Corporation of New
York, and the Spencer Foundation, the National Academies
have been able to build on the powerful vision presented in
Improving Student Learning with this follow-up report. A new
committee, convened in early 2001, was charged with the task of
elaborating and refining both organizationally and substan-
tively the general plan outlined in the first report. To enable it
to deal with organizational design issues, the new committee
included not only education practitioners and researchers, but
also those who either have served as leaders of successful orga-
nizations or have studied them.
The committee's report that follows lays out, in considerable
detail, a proposal for a Strategic Education Research Partner-
ship (SERP). Representing a call to action, it focuses on generat-
ing a much more vigorous connection between research and the
practice of education. Among its most important and novel
elements is the conclusion that the states should become both
the major clients and the supporters of a Tong-term, sustained
effort dedicated to applying the best possible science to the
process of educational improvement. Critical to the success of
the partnership will be the generation of a new spirit of sharing
and cooperation between education researchers, as emphasized
throughout the report. How might such a goal be achieved?
An experience from a different area of research is relevant
here. I began my own work in science policy in 1986, when I was
asked to chair a committee of the National Academies that
would examine whether there should be a major project in the
United States to map and sequence the human genome. My
committee was initially quite divided on this issue. But we
quickly reached the conclusion that a special project was indeed
essential. One of the decisive factors in our decision was the
belief that we could enforce a new culture of sharing among
scientists in the field of human genetics by enforcing the appro-
priate standards through a special funding mechanism.
xiv
STRATEGIC EDUCATION RESEARCH PARTNERSHIP
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And so it turned out. As I write this foreword, the finished
sequence of the human genome is about to be published, fol-
lowing the plan that was laid out in the National Academies
report 15 years earlier. This remarkable achievement was pos-
sible only because of the intense teamwork exhibited by all
those who participated in the publicly funded Human Genome
Project. The aims of a SERP are certainly no less critical to our
future than those of improving our health through biomedical
research. Thus, in principle, the research program envisioned in
this report should generate the same type of excitement, sense
of public service, and widespread support as did our 1988 re-
port Mapping and Sequencing the Human Genome.
In order to further dissect the process of making research
useful to teachers, school administrators, and policy officials, a
special expert Pane! on Learning and Instruction was estab-
lished to pursue the first question posed in Improving Student
Learning. Its membership includes teachers, cognitive and de-
velopmental scientists, and subject matter specialists all of
whom have been engaged with the problems of practice. Chap-
ter 4 of this report is drawn from that panel's work. And the full
product of their deliberations is presented in the companion
volume, Learning and Instruction: A SERP Research Agenda.
We look forward to the end of SERP as an initiative of the
National Academies and the beginning of its life as a joint ven-
ture of partners who are committed to improving student learn-
ing in the United States. The National Academies recognize the
critical importance of improving the education of our nation's
young; we therefore stand ready to serve as part of the broad
coalition that will be needed to launch this endeavor success-
fully in the years ahead.
Bruce Alberts
President, National Academy of Sciences
Chair, National Research Council
FO REWO RD
TV
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