Ongoing and Recently Completed Research Studies

    • Council of the Great City Schools' 2023 ESSER Survey
    • Scaling the Model of Reading Engagement (MORE) in Charlotte-Mecklenburg School to Improve First and Third-Grade Students’ Reading Comprehension
    • National Teacher and Principal Survey (NTPS)
    • An Exploration of a University-School District Partnership to Enhance School Counselor Social Justice Efforts
    • National Student Support Accelerator: Effects of tutoring at school district test sites
    • Digital Storytelling in the Second-Grade Dual Language Classroom: The Impact of Book Creator on Spanish Writing Skills
    • From the Margins to the Center (M2C) Program Evaluation
    • Evaluating the Efficacy of DreamBox Learning Math in CMS Schools
    • Propensity Score Matching Study of the Augustine Literacy Project-Charlotte (ALP)
    • Teach For America (TFA) 2024 National Principal Survey
    • Demographic Study
    • Heart Math Tutoring: A Randomized Evaluation of a Volunteer Tutoring Model in Charlotte-Mecklenburg Schools
    • CMS Magnet School Review
    • Learning Experiences that Influence Technology Integration for K-12 Public School Teachers with Regular Access and Availability to Technology
    • Novice Middle School Teachers Perceptions of Classroom Management
    • The Perspectives of Secondary School Stakeholders Concerning the Lack of Communication: A Qualitative Descriptive Study
    • Teacher Leader Pathway Program Evaluation and Analysis
    • Charlotte-Mecklenburg Early Childhood Intervention Research Project, Phase 1
    • Math Scene Investigators
    • MTSS Math Problem Solving Modules
    • Are Gifted Programs Beneficial to Underserved Students? An Examination of Malleable Factors and Conditions Associated with Beneficial Academic and Social-Emotional Outcomes for Students
    • The Academic and Behavioral Effects of Montessori Education
    • Advancing Educational Opportunity in Charloote - Mecklenburg's Low Performing Schools
    • Out of School Time Tutoring Following COVID-19: A Process Evaluation of Program Opportunities
    • Participatory school rezoning to foster socioeconomic integration
    • Peer-Mediated Intervention to Enhance the Conversation Skills of Young Adults with Intellectual and Developmental Disabilities
    • A Transcendental Phenomenology on Parents’ Motivational Beliefs Towards Involvement in Their Children’s Education: The Lived Experiences of Parents Whose Children Have Attended a Foreign Language Immersion Program
    • Preventing Teacher Burnout: Supporting Teachers to Help Students (and Teachers) Thrive During the Pandemic and Beyond
    • Meck Pre-K Evaluation Study
    • Housing Matters: Promoting Racial Equity in Schools by Understanding Housing Segregation (PRESUNG)
    • Ensuring Access to High Quality Teaching and Learning to Improve Outcomes for Black Students: A Proposed Improvement Initiative
    • Out of School Time Tutoring Following COVID-19: A Process Evaluation of Program Opportunities
    • The Academic and Behavioral Effects of Montessori Education
    • MTSS Math Problem Solving Modules
    • Using Constant Time Delay to Teach Use of Google Maps to Young Adults with Intellectual and Developmental Disabilities
    • Building  A Computing Identity: The Role of Middle School Computer Science Courses in Igniting Student Interest To Pursue a Career In Software Development
    • Critical and Culturally Relevant Experiential Learning: Fostering Early STEM Exploration with Gifted and High-Ability Black Girls and their Elementary Teachers
    • The Road to COVID Recovery: District Strategies for Student Advancement
    • The Impact of Heart Math Tutoring on Student Achievement and Teacher Perceptions
    • The COVID-19 Pandemic and North Carolina Schools: A Case Study of District Leadership and Student Wellness
    • LGBTQ Inclusivity Toolkit Demonstration Project
    • Counselor Equity Fellowship
    • Youth Risk Behavior Survey