- Conducted focus groups with 8th grade and high school students and high school drop-outs from the Portland Public Schools District (PPS) to better understand students’ perspectives of and ideas for improving their high schools. Students were representative of the district’s actual geographic, income, and minority demographic population. In addition to the focus groups, over 2,300 students shared their opinions for high school redesign through an online survey made available to students on the PPS website, and promoted within all PPS schools by teachers, flyers, and at school events. This was one component of a larger study among teachers, principals, parents, and residents living in the PPS District.
- Sixteen focus groups to develop information for a university system about the state’s needs and expectations relative to undergraduate education, graduate education and professional development, continuing education and lifelong learning, and community and economic development. Research also identified potential marketing, communications, and planning strategies to help meet those needs.
- Focus groups and survey research for a statewide university system to identify potential marketing, communications, and planning strategies to meet the needs of the target population
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- Ongoing partnership with a consortium of foundations assessing citizen attitudes toward K-12 education to support statewide education reform, as well as to develop tools to help teachers, students, and parents
- Opinion research for a statewide non-profit to gauge public awareness towards public education reform through surveys and focus groups with voters, parents, students, teachers, and stakeholders
- Ongoing research to assess parents’ attitudes about early childhood (pre-first grade) education to aid with program development, government relations, and communications
- Conducted surveys and focus groups to assess attitudes among urban school district voters about teacher hiring and transfer policies, including proposed contract reforms
- Conducted focus groups and individual interviews in urban and rural Alaska to validate and more fully explain underlying attitudes toward issues affecting Alaskan Native education, including barriers to educational success and readiness of graduates for the workplace
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