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CRESST researchers publish well over 150 articles every year, primarily in distinguished peer-reviewed journals but also in more practice- or policy-focused publications such as Educational Leadership, Education Next, Phi Delta Kappan magazine, the American School Board Journal, and the National PTA's Our Children magazine. CRESST partners publish scholarly books and are regularly quoted for their expertise in America's newspapers such as the New York Times, Washington Post, Los Angeles Times, or Chicago Tribune. Our researchers serve as editors, co-editors, and reviewers for a number of national journals including the journal Educational Assessment.
New CRESST Report Points to ELL Dropout Issue
A new comprehensive CRESST report shows that the longer a student is designated as an ELL, the more likely he or she is to drop out of school.
Download a copy of CRESST Report 810, Relationships Among and Between ELL Status, Demographic Characteristics, Enrollment History, and School Persistence.
Review other recent CRESST ELL reports.
CRESST International Collaboration
Each year, CRESST collaborates with dozens of international scholars, sharing research that contributes to improved learning and accountability systems throughout the world.
CRESST Director Joan Herman (center) and Senior Researcher Yunyun Dai (left) recently met with Professor Gangping Wu to discuss possible joint work between CRESST and East China Normal University and its Institute for Curriculum and Instruction.
Dr. Wu has been a leader in China's K-12 curriculum reform and a visiting scholar at UCLA's Graduate School of Education & Information Studes.
CATS Shares Work with Mathematics Council
CRESST researchers from the Center for Advanced Technology in Schools (CATS) recently shared their work at the California Mathematics Council in Palm Springs
Click here to download the CATS presentation.
Or visit the CATS web site here.
Presentation Focuses on Race to the Top Assessment
A recent presentation by Ron Dietel focused on issues related to Race to the Top Assessment.
Click here for Dietel's presentation.
Other recent CRESST presentations are available here.
New CRESST Study Once Again Points to Formative Assessment Benefits
In a new CRESST study, researchers found that students whose teachers frequently analyzed and provided feedback on student work had higher achievement than students whose teachers spent less time on such activities.
Find out more in CRESST Report 809, Relationships Between Teacher Knowledge, Assessment Practice, and Learning - Chicken, Egg or Omelet?
