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Home Our Work

Research, Evaluation + Policy

We conduct research and evaluation that informs education policy to promote equity and improve student outcomes. In collaboration with clients and partners, CCE designs and carries out rigorous research and evaluation studies using quantitative, qualitative and mixed methods on a range of topics, including Black and Latino youth, English Language Learners; performance assessment; and STEM (science, technology, engineering and mathematics). Our research informs the work of educators, policy makers and other stakeholders—from the classroom to the state house and beyond.

Using data and evidence to address achievement gaps.

We use the data-inquiry cycle to identify gaps in opportunity, access and outcomes between students from different racial/ethnic, income and language backgrounds, providing a deeper understanding of gaps and recommendations to guide change.

Catalyzing change through knowledge dissemination.

CCE actively diffuses research findings by engaging diverse audiences to provoke dialogue, challenge assumptions, deepen understanding, highlight innovation, and catalyze action at all levels of the education system.

How We Can Support You

We conduct program evaluation and custom research studies designed to meet the needs of clients and partners.

Program Evaluation and Technical Assistance

We provide program evaluation and technical assistance to support program refinement, identify and measure program outcomes and impact, and highlight best practices that support decision-making. CCE’s evaluation work includes formative and summative evaluation design, and we offer experience in developing surveys, conducting interviews and focus groups, and data analysis.

Custom Research and Data Analysis

We conduct custom research and analysis that adds to the conversation on some of the toughest challenges facing educators, school leaders, policy makers—and anyone who cares about creating better schools for all students and communities.

Core Offerings 
Program Evaluation and Technical Assistance Custom Research and Data Analysis

Featured

Report

Promising Practices and Unfinished Business: Fostering Equity and Excellence for Black and Latino Males

April 2015

The second of a pair of studies commissioned by Boston Public Schools (BPS), examines four Boston public schools in which Black and Latino male students are doing comparably better than their peers. It features case studies that identify promising educational models, policies, and practices associated with increased engagement and improved outcomes for Black and Latino males in BPS.

Read the executive summary

Read the full report

View the report slide deck

Read the press release

Report

Opportunity and Equity: Enrollment and Outcomes of Black and Latino Males in Boston Public Schools

November 2014

The first of two reports commissioned by Boston Public Schools (BPS) to examine the outcomes for Black and Latino males in BPS, and identify the extent and implications of achievement and opportunity gaps where they exist.

Read the executive summary

Read the full report

View the report slide deck

Report

Learning from Consistently High Performing and Improving Schools for English Language Learners in Boston Public Schools

November 2011

The second in a set of companion studies examining the enrollment and performance of English language learners (ELLs) in Boston Public Schools (BPS) over seven school years (SY2003-SY2009). This study focused on BPS schools with consistently high or steadily improving performance, and highlighted the practices to which educators attributed their success.

Read the executive summary

Read the full report

Report

See More Research from CCE

October 2019

The Center for Collaborative Education has completed extensive research on education policy and practice. You can explore our full catalog of reports below.

Explore CCE Research and Policy Publications

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“Strengthening adults’ knowledge of the historical and political contexts of students’ countries of origin, of how Black and Latino male students form their social and cultural identities, and of the terms they use to self-identify would be a first step in embedding best practices for Black and Latino male students into school culture.” Promising Practices and Unfinished Business: Fostering Equity and Excellence for Black and Latino Males

Contact Us

Boston Office:
Center for Collaborative Education
33 Harrison Avenue, 6th Floor
Boston, Massachusetts 02111
Phone: (617) 421-0134
Fax: (617) 421-9016
Email: info@ccebos.org
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