Reports and Briefs

This report shares findings from the Utah Education Policy Center's 2025–2026 evaluation of Volunteer for Good, a four-year pilot program (2024–2028) developed by the Utah Commission on Service and Volunteerism (UServeUtah). The program promotes volunteerism and seeks to strengthen high school students' well-being, civic engagement, and academic and social success. Operating in five Local Education Agencies (Garfield County, Granite, Nebo, and Sevier School Districts, and Mountain Heights Academy), the Year 2 evaluation summarizes key implementation metrics; highlights facilitators and barriers to implementation; describes how students, educators, and families experienced the program; and examines how participation relates to students' academic, social, mental well-being, and civic outcomes.

As part of a multiyear evaluation of the technical assistance and capacity-building services provided by the Western Education Equity Assistance Center (WEEAC), the Utah Education Policy Center has collaborated with WEEAC to develop this impact story. The report highlights the center's sustained technical assistance provided to Nevada's Office of Indian Education, culminating in the development of a 5-year improvement plan to address persistent gaps in educational outcomes among Nevada's American Indian and Alaska Native students.

This study, which was conducted as part of a research practice partnership with the USBE, compares the retention and end-of-year standardized assessment results of newly licensed teachers from the Alternate Pathway to Professional Educator License - Special Education (APPEL-SpEd) pathway to those of newly licensed teachers from traditional university special education programs. Our results indicate no evidence of differences between teachers coming from these two pathways.

In partnership with the Utah State Board of Education (USBE), the Utah Education Policy Center (UEPC) conducted a research study aimed at informing the state's understanding of the vulnerabilities facing both boys and girls in Utah, as well as the supports needed to address these vulnerabilities. Girls tended to have consistently higher high school graduation rates and higher proficiency rates on English Language Arts (ELA) end-of-year assessments than boys, with the ELA gender gap widening at higher grade levels. Boys tended to have higher proficiency rates in math and science. Data from the National Assessment of Educational Progress (NAEP) confirmed these patterns and showed that the gender performing worse in a particular subject in Utah (boys in reading and girls in math) performed similar to or slightly better than the national average, whereas the gender performing better in a particular subject in Utah (girls in reading and boys in math) performed better than the national average. Data from the Student Health and Risk Prevention (SHARP) survey showed that girls reported higher rates of “internalizing” symptoms such as depression, while boys reported higher rates of “externalizing” symptoms such as aggression. Both boys and girls in Utah face meaningful and unique academic and mental health vulnerabilities. However, the sizes of the gender gaps were small compared to the much larger disparities linked to disability status, economic disadvantage, and other student characteristics. Because of these findings, the UEPC recommends solutions with a broad, structural focus rather than those centered on gender.

The Utah Education Policy Center (UEPC) partnered with the Utah State Board of Education (USBE) and Utah Leading through Effective, Actionable, and Dynamic (ULEAD) Education to conduct a mixed-methods study to identify school-level factors contributing to strong post-pandemic student academic recovery among positive outlier schools in Utah. Building on previous USBE-sponsored research, this study examined eight schools across five LEAs that demonstrated strong academic recovery during 2021-22 and 2022-23 through interviews, focus groups, and surveys with school leaders and educators. The analysis presents interrelated key findings and actionable recommendations for school and LEA leaders to advance improvements in student academic recovery across Utah.

This report shares findings from the 2024-25 evaluation of the STEM Action Center’s Professional Learning (PL) Grant program. Educators and site leaders reported stronger STEM teaching skills, greater confidence, and more opportunities for collaboration as a result of their participation. The evaluation also highlights persistent challenges, including limited time and competing priorities, and offers considerations to strengthen future STEM PL efforts.

This report outlines the evaluation of Utah STEM Action Center's Computing Partnership (CP) grant program in their second and final year of implementation during the 2024-25 academic year. Findings from the evaluation highlighted the expansion of computing programming at participating sites and reported growth among students and educators engaged in grant activities, while also noting the need for continued support in rural areas and strategies to better foster students’ computing identities.

The Utah Education Policy Center (UEPC), in collaboration with the Utah State Board of Education (USBE), conducted an evaluation of the Early Interactive Software Program (EISP), a state-supported initiative to strengthen literacy skills among students in grades K-3 through early literacy software. The evaluation focused on both implementation of the program and its impact on reading proficiency.

As part of an ongoing research-practice partnership with the Utah State Board of Education (USBE), the Utah Education Policy Center (UEPC) conducted a study of facilitators and barriers to the representation of students with disabilities in Career and Technical Education (CTE). The study sought to understand how facilitators and barriers differed among exemplar and improvement sites. The findings and recommendations complement the USBE’s 2024-2029 Strategic Plan for Utah’s Secondary Career and Technical Education, which outlines the goals of Awareness and Outreach, Industry Alignment, Postsecondary Alignment, and Durable Skills. In addition, this research supports an understanding of how LEAs are ensuring students with disabilities are aware of and have access to educational opportunities, including those that prepare them for employment or career preparation.

This study examined the quality of two special education teacher preparation pathways in Utah: the Alternate Pathway to Professional Educator License – Special Education (APPEL-SpEd) and traditional university programs. Surveys of 68 newly licensed teachers (20 from APPEL-SpEd, 48 from traditional programs) and their supervisors found virtually no differences between pathways in terms of preparation quality, mentoring experiences, or supervisor assessments of teaching effectiveness. The single significant difference was that APPEL-SpEd teachers reported significantly stronger agreement that “being a teacher is an important part of my identity.” These findings align with previous research showing minimal differences between alternative and traditional teacher preparation routes.

This report provides findings from the Utah Education Policy Center’s 2024-2025 evaluation of STEM Action Center’s AmeriCorps Math Mentors Program for the 2024-2025 school year. The report summarizes results related to program implementation, mentors’ perceptions of training and support, and changes in student attitudes and performance.

This report shares findings from the Utah Education Policy Center’s 2024–2025 evaluation of Volunteer for Good, a four-year pilot program (2024–2028) developed by the Utah Commission on Service and Volunteerism (UServeUtah). The program promotes volunteerism and seeks to strengthen high school students’ well-being, civic engagement, and academic and social success. Operating in five Local Education Agencies (Garfield, Granite, Nebo, and Sevier School Districts, and Mountain Heights Academy), the Year 1 evaluation summarizes key implementation metrics, highlights facilitators and barriers to implementation, and provides preliminary insights into how participation relates to students’ perceptions of social connectedness and emotional well-being.

This report presents findings from an independent evaluation of Beast Academy Online, a digital mathematics learning platform, conducted by the Utah Education Policy Center (UEPC) in partnership with Art of Problem Solving. The findings indicate that regular use of Beast Academy Online supports mathematics achievement for high-ability elementary students, a group often overlooked in remediation-focused recovery efforts. Based on its correlational design with statistical controls for selection bias, this study provides Promising Evidence under ESSA Tier 3.

The Utah Education Policy Center (UEPC), in a research practice partnership with the Utah State Board of Education (USBE), conducted a survey study to examine why preservice teachers in Utah choose careers in special vs. general education, how they perceive the special education teaching profession, and what factors influence these perceptions.

This report provides findings from the Utah Education Policy Center’s 2024-2025 evaluation of STEM Action Center’s K-12 Math Personalized Learning Software Grant Program. Using teacher surveys, student surveys, math learning software (MLS) usage data, and statewide administrative data, the evaluation examined five key evaluation questions related to the quality of MLS implementation, teacher and student perceptions of its value, and the relationship between MLS usage and student math attitudes and achievement.

The Youth Teaching Youth (YTY) program at the Natural History Museum of Utah engages middle school students as science educators for elementary students and provides high school participants with paid internship opportunities. This report presents findings from the Utah Education Policy Center’s evaluation of YTY, examining its impact on three key outcomes: middle school students’ end-of-year science test scores, chronic absenteeism rates, and on-time high school graduation rates.

The Utah Education Policy Center (UEPC), in partnership with Talent Ready Utah (TRU) and in collaboration with the Utah State Board of Education (USBE), Department of Workforce Services (DWS), and the Governor's Office, conducted a comprehensive study of Utah's youth apprenticeship landscape.

Using qualitative methods, this study explored how states framed the need for their work, their motivations for implementation efforts and challenges, key partnerships in establishing and implementing the work, perceived impacts, and reflections on lessons learned, missed opportunities, and planned next steps.

This report explores how students receiving special education services in grades 7–11 experience inclusion in Utah’s schools. It examines patterns of core vs. non-core class inclusion, differences across student groups, and the relationship between inclusion and academic outcomes.

The Utah Aspire Plus is an annual assessment of reading, English language arts, math, and science administered to Utah public school students in grades 9 and 10. The Utah State Board of Education contracted with the Utah Education Policy Center to study possible causes of the decline in Utah Aspire Plus participation, including causes related to the “perceived and realized value” of the assessment to students, parents, and educators, and to recommend changes that might improve participation.

In May 2023, the Department of Workforce Services-Office of Child Care (DWS-OCC) contracted with the Utah Education Policy Center (UEPC) to conduct a statewide Needs Assessment of Out-of-School-Time (OST) programs for Utah children in kindergarten through sixth grade during the 2023-24 school year.

Published in the Journal of Research on Technology in Education, this manuscript examines associations between the goals teachers set for their students’ use of math personalized learning software and both teacher and student attitudes.

The USBE annually administers the Utah Indicator 14 Post School Outcome Survey Questionnaire as part of their reporting to the public and to the Office of Special Education Programs. The PSO survey is administered to students who had an Individualized Education Plan and who are no longer in school.

The Utah State Board of Education (USBE) partnered with the Utah Education Policy Center (UEPC) to evaluate the predictive validity of the Acadience Reading assessment’s four subscores (Oral Reading Fluency, Accuracy, Retelling, and MAZE), measured in first through third grade, in reference to two subscores on Utah’s third grade RISE Reading assessment: Informational Text and Literature.

This reports summarizes findings from the UEPC's evaluation of the STEM Action Center's AmeriCorps Math Mentors Program.

In partnership with the Utah STEM Action Center and the Utah State Board of Education (USBE), the Utah Education Policy Center (UEPC) examined associations between myriad software implementation practices and student achievement outcomes.

This report summarizes findings from UEPC's three-year evaluation of the Pre-Freshman Engingeering Program (PREP) Plus at Salt Lake Community College (SLCC), which was funded by the National Science Foundation (NSF) Advanced Technical Education (ATE) program. PREP Plus focused on the development and implementation of a competency-based engineering technology certificate program at SLCC for high school students from Jordan School District in Utah.

The Beverley Taylor Sorenson Arts Learning Program (BTS Arts) provides arts-integrated instruction to elementary students across the state of Utah. The BTS Arts goal is to improve student outcomes, including in language arts, social studies, mathematics, and science (BTS Handbook, 2023). In September 2023, the University of Utah was awarded grant funding from the Utah State Board of Education to study the implementation practices, outcomes, and barriers to participation in BTS Arts.

In collaboration with the Utah State Board of Education and Ed Direction, a part of MGT of America, LLC, the Utah Education Policy Center evaluated the relationship between schools’ level of participation in the Assessment to Achievement (A2A) project and the end-of-year state achievement test scores of their students.

This report presents findings and considerations from the second year of the UEPC's evaluation of the Institute for Data-Driven Dynamical Design (ID4), funded by the National Science Foundation (NSF) Harnessing the Data Revolution (HDR) program. Led by a team at Colorado School of Mines, ID4 is a virtual institute uniting scholars and students from 12 sites across the country to integrate human and machine intelligence, revolutionize the design cycle, and foster an inclusive scientific community.

The Idaho Out-of-School Network (ION), Idaho Commission for Libraries, and Idaho STEM Action Center formed a unique partnership to support out-of-school time (OST) programs aimed at addressing lost school time and unfinished learning for youth in Idaho. With funding from the ESSER III (Elementary and Secondary School Emergency Relief Fund) grant under the American Rescue Plan, administered by the Idaho State Board of Education, the three agencies coordinated to create and deliver grant programs for various types of OST initiatives. The work was commissioned to assess the value and impact of these programs.

Idaho Out-of-School Network (ION), Idaho Commission for Libraries, and Idaho STEM Action Center coordinated, developed, and delivered grant programs to expand opportunities for a wide range of OST initiatives to invest in Idaho's youth.

Idaho Out-of-School Network (ION), Idaho Commission for Libraries, and Idaho STEM Action Center coordinated, developed, and delivered grant programs to expand opportunities for a wide range of OST initiatives. This brief summarizes evaluation findings from the Idaho Commission for Libraries’ OST Programs for the 2022-23 School Year.

UEPC identified associations between teachers’ goals for students’ math software use and teachers’ perceptions of the value of software, in partnership with STEM Action Center.

Along with our partners as STEM Action Center, UEPC looked at the associations between student attitudes toward math and math learning software use.

This research brief, prepared in partnership with STEM Action Center, looks at associations between math learning software usage and personalized, competency-based instructional strategies.

In partnership with STEM Action Center, UEPC shares best practices for math blended learning environments based on teacher and student survey data.

UEPC’s study compared the reading achievement of a sample of Utah’s FDK and HDK students who started kindergarten between 2015 and 2017. Results highlight the impact of FDK on reading achievement during kindergarten, and suggest a need to provide continued, targeted support to sustain students’ academic progress through third grade.

The Idaho Out-of-School Network (ION) contracted the Utah Education Policy Center to evaluate the Idaho Community Programs for Youth (ICPfY) grant. The grant aimed to enhance out-of-school programs by improving access, quality, and equity, with a focus on academic and social-emotional learning for students most affected by the COVID-19 pandemic.

This report was prepared for the STEM Action Center in support of the K-12 Math Personalized Learning Software Grant Program. The results of this quasi-experimental study suggest that Utah students who, on average, used IXL for 20 minutes or more per week in 2020-2021 performed better on statewide math assessments than students who did not use IXL. This finding is consistent with IXL’s implementation fidelity and usage recommendations which indicate that, for “optimal usage,” students should reach proficiency in at least two skills per week.

In this report, the UEPC reviews promising practices in special education teacher preparation by highlighting programs across the state of Utah.

The STEM AC 2021-2022 Professional Learning grant (PL) supports schools and districts through awarding one to three-year grants to support STEM learning, STEM professional development, and STEM-related needs. Since 2016, UEPC has partnered with STEM AC to determine the effectiveness and student level outcomes of program activities of the PL grant. The 2021-2022 annual report details program outcomes, overall evaluation findings, and program considerations for the 2022-2023 program year.

In this study, the Utah Education Policy Center provides evidence that students who are low-income use math personalized learning software for less time than students who are not low-income, with the gap in usage increasing in magnitude after the soft closure of Utah’s schools in March 2020. The benefits of usage were similar for students regardless of low-income status.

In this study, the Utah Education Policy Center presents evidence for a “digital use divide” in Utah wherein some students are using technology in ways that enhance their mathematics learning through student-centered and data-informed teacher support while other students are using technology in ways that lead to student disengagement and that contribute to educator disaffection.

The Utah Education Policy Center worked collaboratively with Utah’s STEM Action Center to ensure that the AmeriCorps Math Mentors Program was designed and implemented in ways that align with evidence-based and practice-informed guidelines for tutoring and mentoring programs.

The Utah Education Policy Center provided an external evaluation of a program that is designed to support the development of early mathematics skills in young children by developing and distributing resource kits to families.

In this report, the UEPC describes results from a statewide survey of special education teachers on their working conditions.

In January 2022, the UEPC surveyed early-career special education teachers across the state of Utah about their experiences in their teacher preparation programs and their perceptions of preparedness for their various professional responsibilities. This report provides a summary and analysis of these survey findings.

In this report, the UEPC examined the composition of Utah’s beginning special education teacher workforce. Specifically, this analysis focuses on changes in teacher/school characteristics and mobility patterns over time.

In this report, the UEPC compares teacher characteristics, school characteristics, and mobility patterns of beginning special education teachers and beginning general education teachers in Utah.

To measure the impact of the AQI Program, the DWS-OCC contracted with UEPC to conduct an external evaluation over the three years. This Fast Facts brief highlights key findings from the first two years of the program.

This report offers initial insights into the unique experiences of special education teachers and seeks to serve as a launching point for future work on this group of educators. It is a companion to the UEPC’s primary report on the 2019 ECAPS for Teachers, Educator Motivation, Satisfaction, and Persistence.

In Utah, does the successful completion of algebra content in Secondary Math I lay the foundation for later coursework and create a gateway to mathematics courses completed prior to postsecondary…

The STEM AC 2021-2022 Professional Learning grant (PL) supports schools and districts through awarding one to three-year grants to support STEM learning, STEM professional development, and STEM-related needs. Since 2016, UEPC has partnered with STEM AC to determine the effectiveness and student level outcomes of program activities of the PL grant. The 2021-2022 annual report details program outcomes, overall evaluation findings, and program considerations for the 2022-2023 program year.

In collaboration with the Department of Workforce Services Office of Child Care, the Utah Education Policy Center conducted an external evaluation of the Teen Afterschool Prevention grant program for the three consecutive years of the grant (2016-2019).

The Partnerships for Student Success grant program was created through Utah Senate Bill 67, which was sponsored by Senator Ann Milner and Representative Rebecca Edwards during the 2016 Utah Legislative Session.

An Evaluation of the Impact of the Computing Partnerships Grants Program prepared by the Utah Education Policy Center on behalf of the Utah STEM Action Center.

An evaluation of teacher knowledge, practices, and outcomes using mathematics personalized learning software.

An evaluation of student attitudes and perceptions of math personalized learning software.

In collaboration with The Department of Workforce Services, Office of Child Care (DWS OCC), the Utah Education Policy Center (UEPC) conducted an external evaluation of the Teen Afterschool Prevention (TAP) grant program for the three consecutive years of the grant (2016-2019).

Assessment to Achievement: Impacting Student Learning and Growth in Utah Schools Annual Evaluation Report (2019-2020)

UEPC co-designed and co-hosted the ULEAD Effectiveness and Innovation Working Summit and contributed to the development of the report with ULEAD, REL West, and USU Emma Eccles Jones College of Education and Human Services.

In collaboration with the Utah State Board of Education (USBE), the Utah Education Policy Center (UEPC) conducted an external evaluation of the Partnerships for Student Success grant program, created by Utah Senate Bill 67 (2016).

Published in Learning Forward’s The Learning Professional, this article by Andrea Rorrer, Janice Bradley, and Cori Groth of UEPC explains what it takes to thrive as a leader of a turnaround school.

The Utah Department of Human Services contracted the Utah Education Policy Center (UEPC) to: 1. Conduct a review of literature on critical attainment curriculum components, best practices for attainment programming, and best practices for differentiating curriculum and programming for diverse populations, 2. Evaluate Utah’s current attainment curriculum, and 3. Provide recommendations to revise Utah’s current attainment curriculum.

In partnership with the Utah State Board of Education and the Department of Workforce Services, the UEPC conducted an external evaluation of the Intergenerational Poverty Interventions (IGPI) in Public Schools grant program. Created by Senate Bill 43, the IGPI in public schools grant program appropriated $1,000,000 for programming. The evaluation objectives were to assess program quality and explore relationships among participation and academic outcomes.

The Educator Career and Pathway Survey (ECAPS) for Teachers explores teachers’ decisions to become a teacher; the influence of various factors on their decision to remain in, move within, or leave education; satisfaction with working conditions; and career intentions.

The purpose of this research brief is to report the findings of the 2017 administration of the INSPIRE-Leaders in Practice (LP) survey to school principals. This survey administration is part of a comprehensive research endeavor by the University Council for Educational Administration to more effectively evaluate leader preparation programs and their resultant outcomes.

This research brief presents the findings from the 2017 INSPIRE Graduate (G) Survey, administered by the University Council for Educational Administration (UCEA) to a national sample of recent graduates from educational leadership preparation programs. The survey sought to assess program quality and graduates’ self-reported learning in leadership domains.

The Center for Science and Math Education (CSME), at the University of Utah (U of U), received a Mathematics and Science Partnership Program (MSP) grant in 2015-2017.

In partnership with the Utah State Board of Education, the UEPC conducted an external evaluation of 21st Century Community Learning Centers in Utah.

In partnership with the Utah State Board of Education and the Department of Workforce Services, the UEPC conducted an external evaluation of the Intergenerational Poverty Interventions (IGPI) in Public Schools grant program. Created by Senate Bill 43, the IGPI in public schools grant program appropriated $1,000,000 for programming. The evaluation objectives were to assess program quality and explore relationships among participation and academic outcomes.

In partnership with the Utah State Board of Education and the Department of Workforce Services, the UEPC conducted an external evaluation of the Intergenerational Poverty Interventions (IGPI) in Public Schools grant program. Created by Senate Bill 43, the IGPI in public schools grant program appropriated $1,000,000 for programming. The evaluation objectives were to assess program quality and explore relationships among participation and academic outcomes.

In partnership with the Utah State Board of Education and the Department of Workforce Services, the UEPC conducted an external evaluation of the Intergenerational Poverty Interventions (IGPI) in Public Schools grant program. Created by Senate Bill 43, the IGPI in public schools grant program appropriated $1,000,000 for programming. The evaluation objectives were to assess program quality and explore relationships among participation and academic outcomes.

In partnership with the Utah State Board of Education and the Department of Workforce Services, the UEPC conducted an external evaluation of the Intergenerational Poverty Interventions (IGPI) in Public Schools grant program. Created by Senate Bill 43, the IGPI in public schools grant program appropriated $1,000,000 for programming. The evaluation objectives were to assess program quality and explore relationships among participation and academic outcomes.

In partnership with the Utah State Board of Education, the UEPC conducted an external evaluation of 21st Century Community Learning Centers in Utah.

In partnership with the Utah State Board of Education, the UEPC conducted an external evaluation of 21st Century Community Learning Centers in Utah.

In partnership with the Utah State Board of Education, the UEPC conducted an external evaluation of 21st Century Community Learning Centers in Utah.

In partnership with the Utah State Board of Education, the UEPC conducted an external evaluation of 21st Century Community Learning Centers in Utah.

In partnership with the Utah State Board of Education, the UEPC conducted an external evaluation of 21st Century Community Learning Centers in Utah.

This study explored the application of a collaboratively designed, quality improvement model (QIM) for afterschool programs.

In this study, UEPC examined parent perceptions of the Salt Lake County Public Library’s Summer Reading Challenge.

Utah Afterschool Network (UAN) Quality Self-Assessment Tool The UEPC partners with the UAN to support high quality out-of-school time (OST) programs and successful outcomes for youth.

The infographic presents the varied and meaningful ways the University of Utah trains teachers to integrate technology into instruction.

In collaboration with the Utah State Board of Education, the Utah Education Policy Center is exploring the teaching labor force in Utah through multiple data and research briefs.

Created by Senate Bill 43, the IGPI in public schools grant program appropriated $1,000,000 for programming.

Article about a learning design that puts the focus on equity featured in The Learning Professional, the Learning Forward Journal in February 2017.

Teacher Turnover in Utah Between 2013-14 and 2014-15 examines teacher turnover in Utah for all teachers, between two recent school years, looking specifically at turnover by various teacher and school characteristics.

Beginning Teacher Turnover in Utah Between 2008-09 and 2014- 15, studies a cohort of beginning teachers over an 8-year period, reporting on the rates of stayers, movers, and leavers.

Teacher Retention in Utah: Exploring 2011-12 SASS and 2012-13 TFS Survey Data explores Utah educator retention issues from a national survey administered to teachers.

This policy history report summarizes the policies and programs established by the Utah Sate Board of Education between in a 15 year period (1997-2015).

This research brief focuses on the findings from the INSPIRE-Preparation Program (PP) Edition of the INSPIRE Leadership Survey Suite. The INSPIRE Suite provides valuable data on leadership preparation programs and their outcomes, offering insights into the quality and structure of educational leadership preparation at UCEA member institutions. The survey highlights various aspects of program implementation, including partnerships with K-12 districts, candidate selection processes, curriculum design, candidate assessment methods, and fieldwork opportunities.

The Kem C. Gardner Policy Institute convened focus groups to identify important issues in the 2016 election. Educators was identified as an important topic.

This research brief reports the findings from the 2016 administration of the INSPIRE Graduate Edition (INSPIRE-G) survey, which gathers data from recent graduates of educational leadership programs. The survey provides insight into graduates' demographics, professional backgrounds, career intentions, and assessments of their leadership preparation program’s quality, as well as their learning outcomes related to national leadership standards.

Spy Hop Productions asked the Utah Education Policy Center (UEPC) to conduct longitudinal analyses to explore the relationship of Spy Hop participation and educational outcomes.

Leadership skills are critical for student success in both school and career. In their future careers, students will experience the unpredictable and changing work environments of today’s global market.

Educators and stakeholders are increasingly interested in the integration of technology in the classroom.

The UEPC served as the external evaluator for the Salt Lake Valley Science and Engineering Fair (SLVSEF), now known as the University of Utah Science & Engineering Fair (USEF).

In collaboration with the Utah State Board of Education, this data brief investigates teacher turnover.

Created by Senate Bill 43, the IGPI in public schools grant program appropriated $1,000,000 for programming.

This evaluation of the STEMLink program assesses both implementation and outcomes.

In partnership with the Utah State Board of Education, the UEPC conducted an external evaluation of 21st Century Community Learning Centers in Utah.

Home visiting is an evidence-based, early intervention program that provides health care, education, and other resources to at-risk pregnant women and children through age 5.

A list of roughly 20 additional reports by UEPC staff.

Students who graduated from a Utah public high school from 2008-2012 and enrolled in a postsecondary institution within 12 months of their high school graduation.

The UEPC served as the external evaluator for the INSPIRE project run by the University of Utah Center for Science and Mathematics Education (CSME), in partnership with the Salt Lake County Metro Jail and the Utah Department of Corrections.

This evaluation of the STEMLink program assesses both implementation and outcomes.

The UEPC has served as the external evaluator for four DoDEA STEM grants awarded to three schools in Davis County, Utah.

In partnership with the Utah State Board of Education and the Department of Workforce Services, the UEPC conducted an external evaluation of the Intergenerational Poverty Interventions (IGPI) in Public Schools grant program.

In partnership with the Utah State Board of Education and the Department of Workforce Services, the UEPC conducted an external evaluation of the Intergenerational Poverty Interventions (IGPI) in Public Schools grant program.

Since 2009, the UEPC has conducted 5 annual evaluations of the Beverley Taylor Sorenson Arts Learning Program (BTSALP).

The UEPC was awarded a contract to develop and conduct surveys to support the USBE’s implementation of House Bill 149 which mandated the implementation of an on-line survey system for students, parents, and teachers opinions about teacher, administrators, and schools.

This study used a sample of 1,185 Utah students to examine the relationship of elapsed time between Precalculus and Calculus on Calculus grades.

This study used a sample of 1,185 Utah students to examine the relationship of elapsed time between Precalculus and Calculus on Calculus grades.

The UEPC served as the external evaluator for the University of Utah Math for America (MfA) program, which received funding from the National Science Foundation Robert Noyce Teaching Scholarship Program, the Math for America Foundation, and the State of Utah.

As a follow up to our Math 1050: College Algebra study, the UEPC analyzed data from the Utah Data Alliance to compare math outcomes for 593 students who took Math 1050 and Math 1060 (Precalculus) through concurrent enrollment while in high school to math outcomes for 592 students who took Math 1050 and Math 1060 through regular enrollment while in college.

The UEPC analyzed data from the Utah Data Alliance to identify a group of 3,033 students who enrolled in College Algebra (Math 1050) at public higher education institutions in Utah. The study analyzed factors that predicted success in Math 1050.

A list of roughly 20 additional reports by UEPC staff.

Vicki Park (San Jose State University) and Amanda Datnow (University of California, San Diego) summarize a decade of research on data-driven decision making in districts and schools. They introduce a framework that focuses on the people, policies, practices, and patterns (i.e., four Ps) within data-driven decision making.

The UEPC collaborated with the USOE and Johanna Watzinger-Tharp in the College of Humanities at the University of Utah to analyze state data related to Utah’s Dual Language Immersion (DLI) programs.

The UEPC provided evaluation consultation and data analysis for the Ogden United Promise Neighborhood (OUPN) project.

Since 2009, the UEPC has conducted 5 annual evaluations of the Beverley Taylor Sorenson Arts Learning Program (BTSALP).

The UEPC was awarded a contract to develop and conduct surveys to support the USBE’s implementation of House Bill 149 which mandated the implementation of an on-line survey system for students, parents, and teachers opinions about teacher, administrators, and schools.

Vicki Park (San Jose State University) and Amanda Datnow (University of California, San Diego) summarize a decade of research on data-driven decision making in districts and schools.

The UEPC collaborated with the USOE and Johanna Watzinger-Tharp in the College of Humanities at the University of Utah to analyze state data related to Utah’s Dual Language Immersion (DLI) programs.

The UEPC analyzed data from the Utah Data Alliance to identify a group of 4,693 students who did not graduate from high school.

The UEPC conducted an evaluation of the University of Utah Support and Mentoring in an Alternate Route to Teaching (SMART) program, which was funded by the National Science Foundation, in its first two years of implementation.

The UEPC was awarded a contract to develop and conduct surveys to support the USBE’s implementation of House Bill 149 which mandated the implementation of an on-line survey system for students, parents, and teachers opinions about teacher, administrators, and schools.

Since 2009, the UEPC has conducted 5 annual evaluations of the Beverley Taylor Sorenson Arts Learning Program (BTSALP).

This research brief focuses Chronic Absenteeism in Utah public schools.

The UEPC conducted analyses of the demographic and academic correlates of chronic absenteeism in K-12.

The UEPC conducted a capacity building evaluation to support the Salt Lake City School District’s (SLCSD) development of several Community Learning Centers (CLCs).

A list of roughly 20 additional reports by UEPC staff.

Since 2009, the UEPC has conducted 5 annual evaluations of the Beverley Taylor Sorenson Arts Learning Program (BTSALP).

The UEPC evaluated the Performance-based Compensation Pilot Program. This program provided bonuses paid to teachers based on areas of student learning gains, instructional quality, and parent satisfaction.

A list of roughly 20 additional reports by UEPC staff.

Since 2009, the UEPC has conducted 5 annual evaluations of the Beverley Taylor Sorenson Arts Learning Program (BTSALP). These evaluations used mixed methods to study the implementation and outcomes associated with the BTSALP arts education model.

A list of roughly 20 additional reports by UEPC staff.

Since 2009, the UEPC has conducted 5 annual evaluations of the Beverley Taylor Sorenson Arts Learning Program (BTSALP). These evaluations used mixed methods to study the implementation and outcomes associated with the BTSALP arts education model.

A list of roughly 20 additional reports by UEPC staff.

Since 2009, the UEPC has conducted 5 annual evaluations of the Beverley Taylor Sorenson Arts Learning Program (BTSALP). These evaluations used mixed methods to study the implementation and outcomes associated with the BTSALP arts education model.

A list of roughly 20 additional reports by UEPC staff.

The UEPC was contracted by the cities of Holladay City, South Salt Lake City, and Salt Lake County to conduct a study of issues related to school district governance. This report was commissioned by the inter-local group to inform their decisions about whether to divide Granite School District.

A list of roughly 20 additional reports by UEPC staff.

In response to the Utah Legislature Executive Appropriations Committee Request for Proposal in 2006, the UEPC conducted a study of charter schools in Utah to obtain information about the purpose, authorization, governance, and training associated with charter schools, as well as information about parents’ decisions to enroll in or withdraw their students from charter schools.