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EPI Awarded New K-12 and PSE Research Projects


VIRGINIA BEACH, VA, October 7, 2008 — The Educational Policy Institute is pleased to announce six recent contract awards that recognize its capability to conduct program evaluation in K-12 education and higher education. They include:


Evaluation of the SEED School of Maryland. The Educational Policy Institute was selected by the SEED School of Maryland to conduct an evaluation of its inaugural program year. The SEED School of Maryland, a new statewide college-preparatory public boarding school opening in August 2008, requires an evaluation program to assess the school’s effectiveness in meeting its stated mission to provide an academically rigorous middle and high school option to urban families and students who seek a high-quality education.


Evaluator of Milwaukee Public Schools. The Educational Policy Institute has pre-qualified to provide program evaluation and educational research services for Milwaukee Public Schools in Wisconsin. Milwaukee Public Schools, the thirty-first largest school district in the United States, serves over 87,000 students in 200 schools and employs over 14,000 staff members.


Evaluation of the Library of Congress Teaching with Primary Sources Program. The Library of Congress awarded a one-year contract to the Educational Policy Institute to evaluate its Teaching with Primary Sources program. As part of this contract, EPI will formulate and test metrics to evaluate the effectiveness and ultimately the impact of its program methods and content, including curriculum, pedagogy and delivery modes, on teacher knowledge and practice. EPI also will assist Library of Congress staff in the management of the piloting of teaching materials, especially teacher-created lesson plans, in preparation for a summative evaluation of the Teaching with Primary Sources program to be conducted in 2009.


Evaluation of the Hampton GEAR UP Program, Hampton City Schools, Virginia (2008-14). EPI is the evaluator of the Hampton City Schools (VA) GEAR UP partnership grant, awarded in July 2008. This $2.8 million, six-year initiative supports improvements in academic rigor, STEM (science, technology, engineering, and mathematics) career exploration, and parent involvement, and an expansion of the district’s AVID tutoring program for a double cohort of students in two high-poverty middle schools. EPI’s project responsibilities include survey development and administration, data analysis, and preparation of annual and biennial evaluation reports.


Strategic Planning Consultant, Council of Ministers of Education, Canada (CMEC) (2008). EPI was awarded a contract from the Council of Ministers of Education, Canada, to serve as a strategic planning consultant and to assist with work on the development of a data strategy for the collection, analysis and dissemination of pan-Canadian data relevant to education and lifelong learning. The goals are to create a strategic plan for pan-Canadian education data and indicators from 2010 to 2020, including a vision, goals and objectives, and an implementation plan for achieving the goals set out in the strategic plan, including financial and governance, for the period from 2010 to 2015. The strategic plan will cover early childhood learning and development, elementary to high school systems, postsecondary education, and adult learning and skills development. The data strategy focuses on data that are comparable at the provincial/territorial level, as well as internationally. The plan will address priorities established by the ministers, including postsecondary capacity, literacy and Aboriginal education, and others that are identified.


Evaluation of the Ohio Dominican University Title III Initiative. EPI was awarded a five-year contract with Ohio Dominican University in Columbus, Ohio, to provide formative and summative evaluation support and also provide technical assistance for their project. With this federal grant, Ohio Dominican University plans to expand access and success of students from underrepresented populations at their institution in a systematic manner.


The Educational Policy Institute conducts evaluations of programs at both the K-12 and postsecondary levels. This evaluation work includes evaluation design, implementation, and analysis, and includes the development and use of surveys, interviews, focus groups, and data analysis. EPI's work in this field includes both formative and summative evaluations, including impact evaluations to determine the utility of programs and strategies on student learning and progress. EPI's evaluation team includes researchers from around the world, who are matched to specific projects based on prior experience and expertise.





The Educational Policy Institute is an international, non-partisan think-tank with offices in Toronto, Virginia Beach, and Melbourne, Australia. The mission of the Educational Policy Institute is to “expand educational opportunity for low-income and other historically-underrepresented students through high-level research and analysis.” For more information on EPI, visit