Reports & Research

  • CCOG icon

    Feedback for Continuous Improvement in the Classroom

  • Project TRANSFORM Logo

    Project TRANSFORM

    CSULB Faculty Researchers:

    Caroline Lopez Perry, Cara Richards-Tutor, Diana Porras, Jolan Smith, Hiromi Masunaga, Oscar Navarro

    Research Overview:

    The CCOG was awarded $500,000 from the US Dept of Education to further pursue original research. This work will be completed via Project TRANSFORM which focuses on strategies to eliminate equity gaps in K-12 education post-pandemic via two subprojects: (1) K-12 School Project (2) Teacher Pathway Project. Research is currently underway on both subprojects. Project TRANSFORM will take place over the next two years, beginning Fall 2022 and continuing until Spring 2024.

    Click here to explore more details on our Project TRANSFORM Grant

  • State of Student Wellness Report cover page

    State of Student Wellness Report 2022

    Student mental health is highly connected to student success and well-being. This survey examines how the COVID-19 pandemic and the shift between in-person, online and hybrid models of learning has impacted students.

  • State of Student Wellness 2021

    State of Student Wellness 2021

    Prepared in partnership with the California Association of School Counselors, the American Civil Liberty Union of Southern California and the CSU Center to Close the Opportunity Gap

    Student mental health is highly connected to student success and well-being. The purpose of the State of Student Wellness survey was to examine how the COVID-19 pandemic and the shift between in-person, online and hybrid models of learning has impacted students. Furthermore, we were interested in understanding the types of wellness supports students had received during the pandemic, their current needs and their thoughts regarding the return to in-person instruction. Two surveys were administered in April 2020 and April 2021 and represent responses from over 1,200 students from 25 counties and 50 school districts from across California.  Main findings from the survey indicate students have experienced a host of mental health issues, including but not limited to an increase in social anxiety, panic attacks, body image issues, depressive symptoms, self-harm, and suicidal ideation.

  • Spring 2021 Educator Survey Report

    COVID 19 Challenges and Pressing Needs Facing Teachers Report

    Take a peek at our final and official spring 2021 educator survey report prepared by Dr. Corinne Martinez, Dr. Diana Porras, and Analía Cabral!  

    In this report, authors examine the challenges respondents encountered during the abrupt transition to remote learning, the urgent needs they are currently facing as they transition again, and their access to critical resources at this time. Authors draw on results to discuss how school leaders could better support teachers and what respondents feel still needs to be understood about their new reality. The results reveal strong calls for educators to be included in the decision-making processes that impact school policies and practices. There is also consistent agreement across grade levels and school types that students’ emotional well-being must be supported as school communities return to in-person or hybrid instruction.  Moreover, survey results suggest teachers need access to meaningful professional development to support the academic and mental health needs of students.

  • CCOG Research Spotlight: Park et al 2021

    The Evolution of Response-to-Intervention Continuities and Disruptions in the Past, Present, and Future

    The Evolution of Response-to-Intervention Continuities and Disruptions in the Past, Present, and Future by Vicki Park, Douglas Fisher, and Nancy Frey

    Abstract: This chapter traces the evolution of Response-to-Intervention (RTI) in the United States, focusing on the discourses that undergird its conceptualization in implementation and scholarship. Discourse on RTI began with concerns about student equity in special education. Its early conceptualization focused on mitigating the problematic nature of the special education designation process and attempted to shift the practice to providing early intervention supports within the general education setting. Current practices and perspectives continue to build on medical models of intervention and implementation approaches rooted in technical rational methods. Critiques about RTI research and practice reflect broader analyses of policy implementation and large-scale school reforms described as overemphasizing the technical dimensions of change and underestimating the influence of the socio-cultural, cognitive, and political contexts.

    Spotlight on Research
    (PDF, 213.29 KB)