With increasingly tight budgets, many public school districts lack research personnel to evaluate program efficacy or investigate best practices that raise student achievement. We highlight an example of a successful university-district partnership that offers district-driven research support while providing opportunities for practitioner-scholars to learn first-hand how to perform rigorous evaluation work. This article details the Early Kindergarten Transition program evaluation study conducted by a university-district partnership as well as testimony from district leadership on the utility of the research deliverables and long-term benefits of the research collaboration.
College-school cooperation--Oregon; Kindergarten; Portland Public Schools (Or.)
Citation: Pilot Scholars Version (Modified MLA Style)
Ralston, Nicole C.; Waggoner, Jacqueline; and Tarasawa, Beth, "Leveraging University-School District Research Partnerships: Exploring the Longitudinal Effects of an Early Kindergarten Transition Program" (2016). Education Faculty Publications and Presentations. 46.
(Available to UP community as permitted)