For quality research, timely results, and objective, actionable findings that help you address your most pressing education needs, start with Marsico. Using approaches and methodologies that work for your context, your budget, and your schedule, our researchers and evaluators conduct scientifically based research on education programs, products, and policies and provide you with results you can use to guide mid-course corrections.
Our clients include federal, state, and local education agencies, foundations, nonprofit and community organizations, education publishers, program developers, and corporations.
No matter how big or small, bring us your research question. We’ll help you find the answer.
If you would like to discuss your technical assistance needs with us, please contact our Assistant Director of Research firstname.lastname@example.org
Children's Measurement Project—Learning Trajectories to Support the Growth of Measurement Knowledge: Pre-K through Middle School
This project focuses on the learning and teaching of measurement in early and elementary education. Conducted in collaboration with Jeffrey Barrett form Illinois State University, we are producing research-based developmental progressions in measurement across a seven-year span. These developmental progressions will build on and elaborate existing research-based learning trajectories (Sarama & Clements, 2009).
This project will test the hypothesis that current learning trajectories for geometric measurement provide specific, generalizable resources and tools to improve instruction, assessment, and curriculum development. In exposing these LTs to rigorous evaluation, and refining them as necessary, we will produce a more complete research basis for them as well as for the measurement and fraction modeling called for by the Common Core State Standards. We actually wrote the learning trajectory for measurement for the Common Core State Standards (and the standards themselves were based on this learning trajectory), and we wish to take it to the next level.
Connect4Learning (C4L)—Early Childhood Education in the Context of Mathematics, Science, and Literacy
We have been funded by the National Science Foundation (NSF) to combine our work on the Building Blocks math curriculum with colleagues in other fields. The Connect4Learning curriculum will connect four basic domains of learning. In addition to mathematics, the grant includes experts in science (Kimberly Brenneman, Rutgers University), literacy/language (Nell Duke, Michigan State University) and social-emotional development (M. L. Hemmeter, Vanderbilt University).
Early childhood is full of debates about new emphases on mathematics taking too much time away from literacy. Science is rarely mentioned. Further, there is little research on whether an emphasis in one area necessarily means less emphasis in others, or whether they can be combined each to the benefit of others. The researchers believe the latter, and believe Connect4Learning curriculum will encourage all children to develop their full potential in all four areas-a potential that is greater than often realized.
Early Childhood Framework
The Early Childhood Leadership Commission (ECLC) is leading the project to update the Early Childhood Colorado Framework with the help of the recently appointed Framework Steering Committee. The ECLC is committed to engaging stakeholders with cross domain experience and expertise to ensure the second iteration of the Framework remains a resource and guide for communities and partners across the state. This public-private partnership reflects the ECLC’s dedication to advance all components of the Framework:
- early learning
- family support and parent education
- social, emotional, and mental health, and health
The Marsico Institute of Early Learning and Literacy is leading the research and stakeholder survey component of the project. Marisco will be working collaboratively with Early Milestones Colorado and Civic Canopy on all aspects of the project. For more information visit the Colorado Office of Early Childhood.
Evaluation of the Northeast Denver Babies Ready for College (BRFC) Program
The Babies Ready for College (BRFC) Program officially launched in Northeast Denver as part of an effort to equip parents and family, friend, and neighbor (FFN) caregivers with the knowledge and expertise to prepare their children academically and socially before they even enter preschool. The BRFC does this by (1) improving children’s long-term educational outcomes through parent and caregiver education and (2) developing civic leadership among parents and caregivers. The program includes a series of ten weekly workshops, home visits and/or phone calls, a resource fair, and a weekly parent-child class. Participation in the BRFC Program has increased since its inaugural cohort in 2010, yet no formal evaluation of the program and its outcomes has been conducted to date. Marsico Institute for Early Learning and Literacy staff will work closely with BRFC staff (1) to assess parents’ and family, friend, and neighbor (FFN) caregivers’ perceptions of BRFC participation and (2) to assess children’s developmental skills as a result of parents’ BRFC participation. Findings will be used to make program improvements.
Evaluation of the Jeffco Prosperity Project (JPP)
Marsico has recently been commissioned to make a significant contribution to the Jeffco Prosperity Project (JPP), a major collaboration between local educational, business, non-profit and government agencies aimed at tackling poverty in the greater Denver area. Over the next three years, our Assistant Director of Research Dr. Carrie Germeroth and Research Project Director Dr. Crystal Day-Hess will be collecting data to evaluate the project and provide strategic feedback to maximize the JPP’s positive impact on the local community.
Since 2010, the JPP has been changing the way human services and education services are provided to low-income families with their innovative, implementation-ready program that aims to see tangible improvements by the end of the 2017-2018 school year. Made possible by the alliance between, and contributions from key partners like Colorado Head Start, the JPP provides vital support services for families, including those that focus on school readiness, family self-sufficiency, and health/mental health well-being.
Learning and Teaching with Learning Trajectories (LT2)
After decades of research and development work funded by the NSF and IES, Drs. Clements and Sarama have developed a powerful tool for professional development of teachers of early mathematics, “Building Blocks Learning Trajectories” (BBLT) web application. This software tool connects the three critical components of early childhood mathematics: the mathematical content, how children think about and learn that content, and teaching strategies. BBLT provides scalable access to research-based learning trajectories via descriptions, videos, commentaries, and interactive experiences. We are currently working to revise the BBLT in with enhanced videos and functioning that will be available on multiple technology platforms, funded by the Heising Simons Foundation.
Math and Executive Function Project (EF)
Another DREME Network project will focus on developing and evaluating enhanced mathematics activities designed to contribute to the development of mathematical and executive functions in early childhood. The knowledge gained will be helpful in guiding teachers’ and parents’ interactions with children. Thus, with Heising-Simons Foundation funding, Network members and selected colleagues will collaborate to conduct research and development on innovative and rigorous projects that address high-priority early mathematics topics that will inform and motivate other researchers, educators, policymakers and the public.
North Dakota Early Care and Education Study
North Dakota’s legislature recently passed Senate Bill 2229 which requires the state to study the development, delivery, and administration of comprehensive early childhood care and early childhood education. The study must include (1) examination of the availability, quality, and cost of service offered by existing public and private sector providers, (2) the projected need for services during the coming ten to twenty years, and (3) the ability of public and private sector providers to address the expansion of facilities or the creation of additional facilities. Numerous state departments and local agencies statewide have voiced their support of early care and education programs, projects, and initiatives. A committee has been developed to represent and carry out the work of child care, Head Start, higher education, public and private education, special education, advocacy groups, and North Dakota state departments. The Marsico Institute for Early Learning and Literacy (MIELL) supports the North Dakota Department of Public Instruction (NDDPI) in conducting this state-mandated study on the development, delivery and administration of Comprehensive Early Childhood Care and Early Childhood Education in North Dakota. MIELL will work closely with a State Advisory Committee (AC) to provide insight on early childhood needs; obtain data required in conjunction with this study; review, analyze and synthesize data, and prepare a report for the legislature’s review.
North Dakota has experienced significant population growth after decades of loss due primarily to the development of energy in western North Dakota. Families are taking advantage of the opportunities with both parents working outside of the home; in fact, 73% of children ages 0 to 5 live in households with both parents working. However access to high-quality ECE options is a challenge statewide. If this current level of access continues, approximately 20,576 children ages 0 to 5 may enter kindergarten over the next five years without any formal early learning experience. Marsico is providing technical assistance to North Dakota state agencies to develop an early care and education framework to ensure all children have access to high-quality early care and education.
Click here to view the full study report.
Preschool-Elementary-Coherence Project (COHERE)
DU’s Marsico and Kennedy Institutes are members the Development and Research in Early Mathematics Education (DREME) Network. The goal of DREME is to advance the field of early mathematics research in the U.S., significantly improving how early math is taught and learned. We wish to improve children’s early math competence and in turn their overall education success. The DREME Network will focus on mathematics from birth through age eight years with an emphasis on the preschool level. The Preschool-Elementary Coherence (COHERE) project will investigate the relationship between school district and school efforts to create policy alignment and curricular coherence on coherence of learning opportunities and student experiences.
The TRIAD Project
A large project that is just being completed is "Scaling Up TRIAD: Teaching Early Mathematics for Understanding with Trajectories and Technologies," the third of a sequence of rigorous evaluations of a model of scaling up successful interventions, in this specific case, to increase math achievement in young children, especially those at risk, by means of a high-quality implementation of the "Building Blocks" math curriculum, with all aspects of the curriculum–content, pedagogy, technology, and assessments–based on a common core of learning trajectories. The reason this is important is that although the successes of some research-based educational practices have been documented, so too has the inability U.S. schools to successful adopt and scale up these practices. A particularly challenging educational and theoretical issue is scaling up educational programs across the large number of diverse populations and contexts in the early childhood system in the U.S., while avoiding the dilution and pollution that usually plagues such efforts to achieve broad success. With previous funding, Sarama Clements created a research-based model to meet this challenge in the area of mathematics, with the intent to generalize the model to other subject matter areas and other age groups. The field also needs transferable, practical examples of scale up; empirical evidence of the effectiveness of these examples; and focused research on critical variables–all leading to refined, generalizable theories and models of scale up.
Results of the present study indicated high levels of fidelity of implementation resulting in consistently higher scores in the intervention classes on the observation instrument and statistically significant and substantially greater gains in children's mathematics, again with substantial effect sizes in preschool and continuing into kindergarten and 1st grade, significantly more so in the "Follow Through" condition in which Kindergarten and 1st grade teachers also received professional development.