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What’s New at the Center for Assessment, Design, Research and EvaluationAs of Fall 2023, CADRE now has a physical location within the new Miramontes Baca Education building (4th floor) along the southern boundary of the University of Å·ÃÀ¿Ú±¬ÊÓƵ campus

Over the past four years, CADRE has been involved in a Research-Practice Partnership with assessment specialists from the organization Curriculum Associates on a project that is exploring innovations in the presentation and interpretation of student

BackgroundA college degree provides substantial benefits, including lower unemployment, higher wages, and increased social mobility. However, as the price of a degree has risen, families increasingly use debt to finance a college education, with

The Å·ÃÀ¿Ú±¬ÊÓƵ Department of Education’s (CDE) Office of Learning Supports contracted with CADRE to support CDE’s efforts to improve school and district systems at the organizational level with the Å·ÃÀ¿Ú±¬ÊÓƵ Multi-Tiered System of Supports (COMTSS).

In 2022-2024 CADRE researchers partnered with the Å·ÃÀ¿Ú±¬ÊÓƵ Department of Education to evaluate a state grant pilot program. This program emerged from Å·ÃÀ¿Ú±¬ÊÓƵ HB 19-1017, which provided pilot K-5 Social-Emotional Learning (SEL) grants to 14 schools

What’s New at the Center for Assessment, Design, Research and EvaluationAlthough the CADRE Newsletter went on something of a hiatus during the COVID-19 pandemic, our team of researchers has remained active throughout.CADRE Director Derek Briggs

IntroductionThe COVID-19 pandemic led to historic changes in public school enrollment in the US. There has been considerable interest in quantifying the magnitude of these changes, and in understanding their causes and consequences (e.g., Dee &

My current projects have me spending a lot of time in various classroom spaces. I recently used Zoom to observe in middle and high school science classrooms in Illinois and New Jersey. I spent one day in Cañon City, CO where I visited every

Much has been written about the importance of the Arts, particularly with respect to how exposure to arts programming can meet social emotional learning needs of students and enhance their well-being (Bowen & Kisida, 2019; Greene et al., 2018;