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News & Events

  • September 16, 2014:

    Russell Skiba testifies before government committee on school discipline policies and practices

    Indiana General Assembly’s Education Study Committee met to discuss student discipline and the overuse of suspension, expulsion, or exclusion of students from school.  Russell Skiba, director of the Equity Project and professor of counseling and educational psychology at Indiana University’s School of Education, testified on national trends of racial disparity within school discipline and the implications for Indiana; the state’s rates of out-of-school suspensions for black students are among the highest in the nation.

    To read the news article about the Education Study Committee's hearing on student discipline, click here.  The article was provided by Lesley Stedman Weidenbener, Executive Editor of The Statehouse File.

    The Equity Project website provides current research on school discipline, zero tolerance policies, and school violence.  Click here to view and download documents from the project’s Resources webpage.

    September 4, 2014: Meet CEEP's Senior Leadership Team at upcoming conferences

    Several CEEP associates will be participating in conferences this fall.  If you would like to meet with them, please email in advance and coordinate an opportunity to talk.  They will be happy to answer questions about CEEP and explore with you how the center might assist with your evaluation or research activities. Click here for information on CEEP's Senior Leadership Team including email addresses.

    Indiana Clinical and Translational Sciences Institute Meeting, September 26, Indianapolis, Indiana
    Jeff De Witt will present a poster outlining CEEP’s services and experience in support of health-related programs and research. Click here to see the meeting’s schedule and agenda.

    European Evaluation Society Biennial Conference, October 1-3, Dublin, Ireland
    John Hitchcock, Patricia Muller, Anne-Maree Ruddy, and Marcey Moss will present three sessions during the conference. On October 1 at 2:45pm, they will conduct a session on "Lessons Learned: Evaluation Capacity Building in Differing Contexts." At 9:45am on October 2, John will present a session titled "Impact and Mixed Evaluation Methods." Later that morning at 11:45am, Patricia, Anne-Maree, and Marcey will present "A Theory-based Approach to Joint Evaluation." Click here for conference information.

    National Science Foundation’s Grants Conference, October 6-7, Arlington, Virginia
    Cate Racek will attend and be available to talk with anyone interested in CEEP’s experience and possible partnership opportunities.

    Focus on Illinois Education Research Symposium, October 7-8, Bloomington, Illinois
    Mary Piontek will co-lead a session ("Evaluation of the Illinois Mathematics and Science Academy’s FUSION Program: Impact on Teachers’ Professional Practice") on shaping teacher practice in math and science. Scheduled at 9:45am, October 8, click here for the symposium’s schedule of events.

Midwestern Regional Conference of the Comparative International Education Society, October 10-11, Bloomington, Indiana
Anne-Maree Ruddy will present, “Shifting the balance: The top players in international higher education.” The conference will be hosted by the Indiana University School of Education.  Click here to see the event information.

American Evaluation Association Conference, October 15-18, Denver, Colorado
Mary Piontek will lead two sessions during the AEA conference.  The first, October 16 at 2:00pm, will be a round-table on qualitative methods.  Later that same afternoon, at 4:45pm, she will lead a session on STEM education and training.  For more information click here and enter PIONTEK in the name slot, then click “Go” to find the details on the AEA conference website.


August 25, 2014: CEEP participating in study of Kentucky's dual credit programs

As part of a study led by the Regional Educational Laboratory - Appalachia housed with CNA Corporation in Arlington, VA, the Center for Evaluation and Education Policy (CEEP) collects and analyzes data to examine dual enrollment and dual credit programs in Kentucky. Data provide a picture of how dual enrollment and dual credit programs are designed and implemented in six non-urban school districts.

Dual enrollment and dual credit courses, promoted by education policymakers in recent years, prepare high school students for college coursework and allow them to gain early college credits to ease their pathway to a degree. The Commonwealth of Kentucky passed legislation in 2009 to boost such efforts aimed at increasing the percentage of students ready for college and career. Dual enrollment programs allow students to enroll simultaneously in a high school and postsecondary institution with credit coming from either the postsecondary institution or both. Dual credit programs allow academic credit from both the high school and postsecondary institution for the same course.

CEEP’s work with Regional Educational Laboratory (REL) - Appalachia investigates how these programs are carried out in a subset of Kentucky’s rural districts which range in size, location, and program offerings. Data collection – phone interviews, demographic information, literature reviews – captures the experiences of K-12 and postsecondary administrators and other key stakeholders as they design and implement dual enrollment and dual credit programs.

To read the full Indiana University media release on CEEP’s participation in the study, please click here.

August 25, 2014: Study by the Equity Project leads August issue of American Educational Research Journal

The paper, “Parsing Disciplinary Disproportionality: Contributions of Infraction, Student, and School Characteristics to Out-of-School Suspension and Expulsion,” represents a significant contribution to the national conversation about exclusionary discipline. The Equity Project conducted a multilevel examination of the relative contributions of infraction, student, and school characteristics to rates of racial disparities in out-of-school suspension and expulsion. For racial disparities, the study found school-level variables, including principal perspectives on discipline, appear to be among the strongest predictors. The researchers concluded that such a pattern suggests that schools and districts looking to reduce racial and ethnic disparities in discipline would do well to focus on school- and classroom-based interventions.

The Equity Project, housed at CEEP, is a consortium of projects dedicated to providing high-quality data to educational decision makers in order to better understand and address issues regarding educational equity and bridge the gap between research and practice.

Director Russell Skiba, Ph.D., is a professor of counseling and educational psychology at Indiana University’s School of Education. He has worked with schools across the country, directed numerous federal and state research grants, and published extensively in the areas of school violence, school discipline, classroom management, and equity in education. Dr. Skiba was a member and the lead author of the American Psychological Association's Task Force on Zero Tolerance. He has testified before the United States Civil Rights Commission and both Houses of Congress on issues of school discipline and school violence.

Other researchers on the study were Choong-Geun Chung, Megan Trachok, and Timberly L. Baker at Indiana University, Adam Sheya at University of Connecticut, and Robin L. Hughes at Indiana University-Purdue University at Indianapolis.

Click here to download the article from the Equity Project website.



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