As public schools and districts advance in their capacity to meet the challenges presented by educational reforms, they are finding the need to devote greater attention to quantitative and/or qualitative research into factors affecting their ability to address the need for continued growth in student achievement.

During the 2005-2006 school year, Project staff, working with a number of schools, districts, and educational collaboratives, sought to answer the sampling of the following questions:

• What are the relative merits of full versus half-day kindergarten?

• Why are young women assuming greater leadership in our schools?

• What is the relationship between achievement on the SATs, MCAS, and other measures and certain community demographics?

• What is the 'value added' (expected versus actual performance) of a particular population and/or program?

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