CUME Reports and Planning Documents

Permanent URI for this collection


Recent Submissions

Now showing 1 - 10 of 16
  • Item
    Recent School Reform Efforts and Examples of Success in IPS Research Brief
    (IUPUI (Campus). Center for Urban and Multicultural Education, 2011)
    The purpose of this report is to describe some of the major initiatives that the Indianapolis Public School (IPS) system has undertaken in the past decade and to highlight schools that have enjoyed a measure of success. We situate the reforms within the context of the work of two leading education scholars, present the changing demographic landscape IPS has experienced over the past ten years, and briefly describe several reforms and successful school models.
  • 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.
  • Item
    School Reform and the Mind Trust Proposal: Another Look at the Evidence
    (IUPUI (Campus). Center for Urban and Multicultural Education, 2012)
  • Item
    CUME Research Reports
    (IUPUI (Campus). Center for Urban and Multicultural Education, 2008)
    A bibliographic list of CUME Research Reports
  • Item
    Twenty-first Century Scholars Qualitative Study: Higher Education Report
    (IUPUI (Campus). Center for Urban and Multicultural Education, 2008) Hughes, Robin L.; Helfenbein, Robert J.; Smith, Joshua S.; Berumen, Juan G.; Stuckey, Shanna M.
    This qualitative study of the Twenty-first Century Scholar’s Program in Indiana examined students’ experiences in college and administrators’ descriptions of the resources/supports provided by their respective institution.
  • Item
    The Study of Faculty of Color Experiences at IUPUI
    (IUPUI (Campus). Center for Urban and Multicultural Education, 2008) González, Ed; Wilson, Sherrée A.; Flowers, Natasha
    The purpose of the current study is to take an in-depth look at the experiences of faculty of color at IUPUI, the ways in which they experience the climate, the opportunities and frustrations they encounter in pursuing their work, the people who help or constrain them, and how they see their future.
  • 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, Jill
    The 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
    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
    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 Hinderliter
    This 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.
This material may be protected by U.S. Copyright Law (Title 17, U.S. Code), which governs reproduction, distribution, display, and certain other uses of protected works. The user of this material is responsible for compliance with the law.