In this project, Carnegie addresses the measurement challenges of educators by supporting the development and testing of practical measures for instructional improvement and providing guidance for how improvement networks and partnerships can do the same.
Jon Norman is an associate managing director for evidence and analytics at the Carnegie Foundation. In this role, he supports networked improvement communities through analytics, developmental evaluation, and improvement research.
Jon comes to Carnegie from Chapin Hall at the University of Chicago where he was a researcher on projects designed to improve the well-being of vulnerable youth. He previously worked at JBS International and Abt Associates on evaluations and research related to education, health, and human services. His prior projects include evaluating school-based health centers’ effect on student well-being in Chicago, providing expertise in research design to the Corporation for National and Community Service, and investigating barriers to providing increased mental health services to youth. Jon also previously held faculty positions in the departments of sociology at DePaul University and Loyola University Chicago.
Jon earned his Ph.D. in sociology and M.S. in architecture from the University of California, Berkeley. He also holds a B.A. in public policy from Brown University.
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Carnegie has partnered with the William and Flora Hewlett Foundation to provide learning support to its Deeper Learning + Diffusion of Innovation and Scaled Impact network. This work will focus on the theoretical work of the network’s 10 research-practice partnerships.
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The Raising Texas Teachers initiative, a three-year partnership with 11 educator preparation programs in Texas, aims to strengthen the teacher-candidate pipeline and deepen the clinical experience component of teacher education.
February 19, 2020
The Evidence for Improvement approach described in this paper is designed to enhance a network’s internal learning processes and, in turn, lead to more positive impacts for educators and students. It has implications for improvement practitioners, evaluators, and funders.
January 25, 2018
Statway, an alternative route to completing college-level developmental mathematics requirements, has evolved into a single-semester course. This paper describes reasons for the shift, impacts, and implementation challenges.
March 17, 2017
This paper describes the data and methods used to examine the efficacy of Statway and Quantway, two accelerated developmental math programs comprising Carnegie Math Pathways. The analysis includes longer-term (distal) outcomes related to completion and transfer.
November 1, 2022
This series of blog posts presents resources for educators from the 2021 Summit on Improvement in Education (and elsewhere). This is the third blog post, and it focuses on Data and Measurement.