Patrick Denice is a former affiliate with CRPE.
This study examines how much public transportation passes in Denver can improve equitable access to the city’s highest-quality K-12 schools.
After more than two decades of state supervision, Newark’s public schools are slated to return to local control. When the state hands the keys back to the city, local leaders will inherit a district that’s in a fundamentally different position than it was in 1995, the year the state took over.
This analysis of trends across portfolio districts shows where cities are making progress on strategy implementation and where they are getting bogged down.
Five years ago, the Obama administration’s School Improvement Grants (SIG) famously targeted extra resources to the nation’s most struggling schools. The feds defined “struggling” schools as those performing in the bottom 5% of their state based on performance.
A groundbreaking new report that measures the health of school systems through a citywide lens.
CRPE convened a panel of experts to recommend a more comprehensive approach to capturing discipline data and evaluating and comparing school discipline practices.
This report examines the implementation and early results of common enrollment systems in Denver and New Orleans.
Published in coordination with A+ Denver, the report evaluates Denver’s SchoolChoice enrollment system from 2012 to 2014.
This brief discusses the ever-increasing importance of Washington State’s school principals and provides descriptive analyses of the principal workforce that uncovers opportunities for improvement.
This report explores how Washington State school districts hire and support its principals. A 2013 survey of Washington superintendents and principals highlights areas of concern but also reasons for optimism.
This brief summarizes a new review of the available evidence on charter schools and student achievement
This brief outlines challenges of producing rigorous and useful research on how students with special needs fare in charters and makes recommendations for designing studies needed to inform policy and practice.
This report examines the distribution of students with special needs in New York State charter and district-run schools. The analysis shows that different levels of comparison yield different results.