Center for Urban and Multicultural Education
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The Center for Urban and Multicultural Education (CUME) is the research arm of the Indiana University School of Education at IUPUI. CUME´s mission is to create connections between research, theory and practice with the ultimate aim of improving the quality of education throughout the P-20 continuum, from early childhood through graduate school levels, and including formal, alternative and community-based education.
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Item Charter Schools Research Brief(IUPUI (Campus). Center for Urban and Multicultural Education, 2009)Collectively, the research indicates that charter schools are expanding options for parents and students, and that some charter schools have a significant positive impact on the achievement of certain sub-populations of students. It also suggests that, after a period of time, charter schools eventually tend to perform at a level commensurate to that of TP schools. However, the substantial challenges charters encounter with teaching diverse learners raise questions about how and the extent to which they serve high-cost student populations (ELL/LEP students and students with disabilities); the impact on student academic achievement and development when a significant portion of their teachers are under-certified, underpaid, and have high rates of attrition; and the overall effects of schools with high concentrations of poverty and racial and social isolation. When coupled with inconclusive evidence on student achievement in charter schools, these issues raise more questions about the long-term benefits of charter schools, their economic impact on traditional public schools, and the overall direction of the public education system.Item CUME Annual Report 2007-2008(IUPUI (Campus). Center for Urban and Multicultural Education, 2008)Item CUME Research Reports(IUPUI (Campus). Center for Urban and Multicultural Education, 2008)A bibliographic list of CUME Research ReportsItem Evaluation of Bridges to Success: Final Report(IUPUI (Campus). Center for Urban and Multicultural Education, 2009)The evaluation of Bridges to Success (BTS) and its relationship to academic success in elementary schools within the Indianapolis Public Schools (IPS) included three interrelated components. The current report summarizes the major findings of the overarching inquiry while simultaneously presenting ideas and recommendations for furthering the work of BTS.Item Evaluation of the Discovering the Science of the Environment: Summative Report, Year Two(IUPUI (Campus). Center for Urban and Multicultural Education, 2008) Rittenhouse, Ashley A.; Stuckey, Jacob B.; Smith, Joshua S.The Discovering the Science of the Environment (DSE) Summer Institute was a weeklong professional development opportunity for teachers to experience components of the Natural Habitat Gardens (NHG) and Earth Partnership for School (EPS) curricula.Item Evaluation of the Project RELATES After-School Program: Summative Report 2007-08(IUPUI (Campus). Center for Urban and Multicultural Education, 2008) Smith, Joshua S.; Bradley-Levine, JillThe Center for Urban and Multicultural Education (CUME), a research and evaluation center at Indiana University School of Education at Indianapolis has been contracted by the Archdiocese of Indianapolis to conduct an external evaluation of Project RELATES (Reaching Everyone by Linking Afterschool to Educational Standards). The following report is a yearend, summative evaluation, which examines trends and evidence across all of the sites. In this report, we provide an overview of the program before turning to describing the evaluation design and summarizing the shortterm performance measures. The report concludes with recommendations for program improvement.Item Examining the State of International Education in Secondary School in Indiana(IUPUI (Campus). Center for Urban and Multicultural Education, 2008) Lou, Jingjing; Shah, Payal P.; Hamilton, Evelyn M.; Smith, Joshua S.; Ortloff, Debora HinderliterThis study seeks to provide a baseline understanding of international education in Indiana secondary schools.Item Full Purpose Partnership: Evaluation Report(IUPUI (Campus). Center for Urban and Multicultural Education, 2005-07) Smith, Joshua S.Presented to the Board of School Commissioners, Indianapolis Public Schools. In 2003 the Dawn Project designed and implemented a project to integrate systems of care, wraparound services, and Positive Behavioral Interventions and Supports (PBIS) in schools. This pilot project, called the Full Purpose Partnership program (FPP), was implemented in three elementary schools (20, 37, and 78) in IPS.Item Peace Learning Center Curriculum Mapping Project: CUME Research Report(IUPUI (Campus). Center for Urban and Multicultural Education, 2008) Helfenbein, Robert J.; Crayton, Troy A.This research report is an evolving tool designed to build a peace education curriculum and a research evaluation process to measure the effectiveness of peace education programs. The goal of the Curriculum Mapping Project is to outline components of Peace Learning Center (PLC) programs, learning objectives of each component, relevant research that demonstrates each component’s relevance and effectiveness, and help develop evaluation tools and systems to gauge the effectiveness of peace education programs, and connections with the State of Indiana’s Academic Standards.Item Pros and Cons of Year-Round Education Research Brief(IUPUI (Campus). Center for Urban and Multicultural Education, 2011)A traditional school calendar in the United States of America provides 180 days of instruction and a lengthy summer vacation. In efforts to raise achievement, reduce costs, or better serve their communities, many schools have altered the traditional school calendar. Year-round education (YRE) programs (also called modified calendars or balanced calendars) do not extend the amount of time students are in school, but rather distribute the 180 school days more evenly throughout the year. These schools may have voluntary enrichment, remediation, or acceleration opportunities during the “intercessions,” or regular breaks. Approximately 3,000 schools that enrolled over two million students in the United States followed YRE schedules in 2007 (National Association for Year-Round Education, 2007). Given these figures and the use of YRE as a strategic mechanism to improve academic achievement, it is appropriate to characterize YRE as a reform effort. Therefore, it is equally appropriate to examine the extent to which this reform effort is associated with student outcomes including equity and academic achievement. This research brief unpacks the definition of Year-Round Education and then presents the current thinking and research about its adoption and impact on students, teachers, and families.