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Whole School

Unique school models and whole school interventions are designed to promote success for all students. EPIC’s work explores the implementation and effectiveness of these school-wide programs.

students walking into school holding hands

Evaluation of UNC System Laboratory Schools

The UNC System Laboratory Schools are operated by six UNC System institutions and are set up to serve students who previously attended a low-performing school and/or were previously low-performing themselves. EPIC partners with Public Impact to evaluate the implementation, management, and impact of these laboratory schools. We measure student enrollment, student and family perceptions of school culture and quality, student achievement and engagement outcomes, the integration of educator preparation into laboratory schools, and best practices of laboratory schools. This work is sponsored by the UNC System, with the goal of providing the UNC System and its laboratory schools with evidence to inform improvement. Please contact Kevin Bastian for more information.

Schools that Lead

Schools That Lead (STL) is a legislatively-funded professional development initiative, grounded in a Networked Improvement Communities (NIC) framework. The hallmark of STL’s continuous improvement initiative is the use of improvement science to focus on incremental changes to address identified student learning issues. The shared aim of the NIC is collaborating to increase on-time graduation rates by reducing the percentage of students with research-backed Early Warning Indicators in attendance, behavior, and course performance.  Through a contract with the North Carolina Department of Public Instruction, EPIC conducted an independent mixed-methods evaluation of the utility and impact of the STL professional development model for improving measurable student, teacher, and school-level outcomes. Please contact Julie Marks for more information.

North Carolina Transformation (NCT) Evaluation

The North Carolina Transformation (NCT) Evaluation was funded through an IES partnership grant between the University of North Carolina at Chapel Hill, the North Carolina State Board of Education, Vanderbilt University, and the RAND corporation to study the implementation and impact of state-provided turnaround supports for North Carolina’s low-performing schools. The study was designed to assess: a) the implementation fidelity and quality of turnaround supports; b) the effects of NCT on teacher and student outcomes; and c) potential mediators and moderators of student outcomes. EPIC led all field research activities and analysis, conducting focus groups with over 350 teachers, and interviews with principals and district administrators across the 75 lowest performing schools across the state. Formative findings were regularly provided to the North Carolina Department of Public Instruction to inform continuous improvement efforts for service delivery. Please contact Julie Marks or Danielle Allen for more information.

Rethink Education Evaluation

The Rethink Education Program is intended to better prepare schools and districts to deliver remote and blended instruction to prepare for future learning disruptions, support teachers in an online environment, and improve the capacity of families to support their children working remotely. The Rethink Education Program has three components: professional development to prepare teachers to teach in a blended format; content creation to provide high quality remote learning content in grades K-8 including parent support; and targeted support for economically distressed and rural counties to assist these districts to support blended instruction. This evaluation collects data across all components of the program to support continuous improvement within the program and to evaluate the effectiveness of the program in serving teachers, students, and families across the state. Please contact Sarah Fuller or Julie Marks for more information.