IMPAQ* is a subcontractor to NORC at the University of Chicago for the administration and analysis of a national survey of supply and demand for early care and education, sponsored by the U.S.
IMPAQ evaluated a regionally based collaborative workforce development initiative, Design it-Build it-Ship it (DBS) in the East Bay of the San Francisco Bay Area, California. We studied the implementation of the grant activities, including the development and enhancement of career training programs at 11 community colleges and the development of industry-led workforce development clusters in advanced manufacturing, transportation and logistics, and biotechnology.
IMPAQ conducted two studies for the Beating the Odds/School Turnaround Research Alliance of the Midwestern Regional Educational Laboratory. These included:
Funded by Edna McConnell Clark Foundation (EMCF), IMPAQ worked with EMCF staff to develop a guidance document that provides a framework grantees can use to assess their current level and quality of evidence of effectiveness, design a rigorous evaluation plan that will meet their evaluation needs, and develop a strategic plan (e.g., 5 years out) that will ultimately result in the highest proof point and best evidence possible for that organization.
IMPAQ International was funded by the U.S. Department of Education’s Southeast Regional Education Laboratory to conduct a study identifying “early indicators” of high school success or failure. This project focused on data from Broward County Public Schools (BCPS), the second largest school district in Florida and the sixth largest school district in the United States.
Funded by U.S. Department of Education, Institute of Education Sciences, this three-year development project uses the Assessment Work Sample Method (AWSM) to provide teachers with authentic samples of mathematics formative assessment work and an interactive, hands-on experience to increase their understanding of formative assessment and improve their practice of formative assessment.
IMPAQ International assisted Howard County Public School System (HCPSS) to review its data systems. HCPSS serves over 50,000 students and other stakeholders including students, parents, teachers, administrative staff, and government agencies. After interviewing district and school personnel, the IMPAQ team mapped high priority systems and determined the completeness, accuracy, and efficiency of the data they contained. This work culminated in recommendations for data governance to ensure procedural transparency, accountability, staff confidence, and strategic data use.
IMPAQ provided web-based data collection support to two Gates Foundation-funded projects for Research for Action and UCLA’s Center for Research on Evaluation, Standards, and Student Testing (CRESST). These surveys examined the usage, sustainability and scalability of the Literacy Design Collaborative and Math Design Collaborative (LDC/MDC) initiatives. The national sample consisted of approximately 5,200 teachers, principals, and administrators.
As a subcontractor for WestEd, IMPAQ conducted a randomized controlled trial (RCT) to evaluate the Reading Apprenticeship: Writing Connections (RAWC) program for the U.S. Department of Education. We examined the first year of RAWC in middle schools in two of the four RAWC states: Indiana and Pennsylvania.
We also investigated its overall implementation in the 2014-2015 and 2015-2016 school years. Our work included collecting and analyzing teacher feedback on RAWC professional development and implementing Reading Apprenticeship.
Math identity refers to how students think about themselves in relation to math. This includes their beliefs about: