ICRE’s current projects span a range of topics
University-Based Teacher Residency Models, Teacher Induction, Career Pathways and Work-Based Learning, School-Transition and Employment Outcomes, Multilingual Learners, Students with Disabilities, Family Engagement, Early Childhood, Kindergarten Readiness, Out-of-School Time, Computer Science Education, STEM Professional Development Models, Student Mental Health, Alternative Education Programs, Community College Transfer Students, Equitable Access to Advanced Coursework in K12, and Action Research-Based Professional Development.
A sample of ICRE’s recent projects
VCU x CodeRVA Lab School
In 2023, CodeRVA Regional High School partnered with Virginia Commonwealth University to become the inaugural College Partnership Laboratory School. This partnership brings teacher- and school-leader-residents from VCU’s Richmond Teacher Residency program to CodeRVA. During their residency year, they work with mentor teachers and staff to develop facility with computer science integration and other innovative practices – skills that the residents then take with them to their future placements in the Richmond region. As part of its developmental evaluation for the partnership, led by Jesse Senechal, ICRE has prepared a research brief outlining the development of the lab school initiative in Virginia, and developed a draft logic model to serve as the framework for its initial evaluation.
CodeRVA Regional Magnet School
CodeRVA Regional High School, a computer-science-themed magnet school in Richmond, Virginia, opened in 2017, through the support of a four-year federal Magnet Schools Assistance Program (MSAP) grant. The school enrolls students from 15 central Virginia school divisions, selected through a weighted random lottery admissions process designed to increase equity in terms of access to the education it offers and ensure that the student body reflects the demographics of participating divisions. The evaluation, led by Amy Corning, supported program implementation and development, and included a quasi-experimental study that used the lottery process and data from the Virginia Longitudinal Data System to compare outcomes for admitted and non-admitted students.
Corning, A, Broda, M.D., Lucas, B., Becker, J.D, & Bae, C.L. (2023). An inclusive school for computer science: Evaluating early impact with propensity score matching. Studies in Educational Evaluation, 79. https://doi.org/10.1016/j.stueduc.2023.101293
Virginia Talent + Opportunity Partnership
Funded by the Commonwealth of Virginia, the Virginia Talent + Opportunity Partnership (V-TOP) is a multi-sector initiative to expand and develop work-based learning opportunities through resources and a system of V-TOP regional collaboratives. The statewide initiative aims to improve the quality of work-based learning experiences for both Virginia students and host organizations, while also expanding access to high-quality internship, project-based, and other opportunities. State-level organizations working together to support work-based learning in Virginia include the Virginia Chamber Foundation, the Virginia Business and Higher Education Council, the Virginia Economic Development Partnership, and the State Council of Higher Education for Virginia, with whom ICRE collaborates directly. The developmental evaluation, led by Amy Corning and Jesse Senechal, is designed to clarify program goals, contribute to a program theory of change, begin implementation evaluation, and identify needs for data and potential for future impact evaluation. This mixed methods evaluation has led to a review of the literature on work-based learning, a model of the work-based learning system, a logic model for the initiative, and case studies of several V-TOP regional collaboratives. In addition, the ICRE team used the successes and challenges identified through the case studies to prepare a set of principles to support effective collaboration across the initiative, as well as a toolkit to help those involved with the initiative develop regionally-contextualized practices.
Naff, D. Corning, A., Ellison, M., Sumrell, A., Ilkorkor, Z.S., Murphy, J., & Cross, C. (2023) Understanding the implications of work-based learning for students, PK-12 school systems, institutions of higher education, and hosting organizations. MERC Research Report.
Virginia’s Prenatal-to-Three Early Childhood Comprehensive Systems (ECCS)
Virginia’s ECCS P-3 project is led by Virginia’s Department of Health and is a collaboration between VCU’s Partnership for People with Disabilities and the Children’s Hospital of Richmond, funded through the Health Resources and Services Administration. The five-year project aims to build strong systems of care for the prenatal to three (P-3) population by building on existing systems that support families and their young children’s socio-emotional development as well as their physical and mental health. The mixed methods evaluation, led by Paula Ogston-Nobile, has the following goals: 1) Identify strategies for effectively building family leadership qualities/behaviors and engaging family leaders in the ECCS initiative; 2) Identify strategies for improving communication and collaboration among P-3 system organizations/agencies who are engaged in the ECCS initiative; 3) Identify strategies for enhancing the coordination of service delivery for those served by P-3 system organizations/agencies engaged in the ECCS initiative. The evaluation has resulted in an asset and gap analysis of Virginia’s prenatal-to-three system.
Buck, D., Geldmaker, B., Grey, F., Nelson, B., Ogston-Nobile, P., Yarbrough, D. (2022). Virginia's prenatal-to-three early childhood comprehensive systems: System asset and gap analysis.
Project CONNECTS (Co-Creating Open Networks for Nurturing Engagement, Collaboration & Trust with Schools)
This is a 4-year model demonstration project – an effort to develop, implement, and evaluate innovative practices – funded by the US Department of Education. The Partnership for People with Disabilities (PPD) at Virginia Commonwealth University leads Project CONNECTS in collaboration with the Institute for Collaborative Research and Evaluation, Formed Families Forward (FFF), the Parent Educational Advocacy Training Center (PEATC), the Virginia Department of Education’s Training & Technical Assistance Center network, Virginia Tiered System of Support (VTSS) Research & Implementation Center, and the Family Engagement Network. Paula Ogston-Nobile, ICRE’s Associate Director, is the Research and Evaluation lead for this project. Project CONNECTS will be implemented in collaboration with several Location Education Agencies (LEAs) throughout Virginia. The goal of Project CONNECTS is to improve the academic, social, and emotional well-being of students with disabilities, ultimately leading to more meaningful and improved post-secondary outcomes. Project CONNECTS will develop a manual, toolkit, and other user-friendly and widely accessible resources for disseminating information about this initiative.
Children’s Museum of Richmond School Readiness Program
The Children’s Museum of Richmond (CMoR) launched the Engaging Families in School Readiness program with funding from the Institute of Museum and Library Services (IMLS) to promote school readiness among young children and increase caregiver engagement in learning through play. This program’s evaluation was led by Paula Ogston-Nobile. This mixed-methods evaluation is designed to monitor implementation and assess program outcomes, such as children’s preparedness for school and caregiver knowledge and engagement. Data collection activities included focus groups with educators and family members, monthly family-quick check surveys, and pre-post assessments. Through collaboration with CMoR staff, ICRE developed tailored tools to assess how well the program is reaching its intended audiences, how it enhances children’s and families’ experiences, and what improvements may support future scaling or replication.
InVEST in STEM
Longwood University’s InVEST in STEM (Increasing the Value of Education for Secondary Teachers in STEM) is a 5-year program supported through the National Science Foundation’s Robert Noyce Teacher Scholarship Program. The program aims to attract, prepare, and retain STEM majors and professionals in teaching careers. The program’s evaluation, led by Paula Ogston-Nobile, assesses implementation and outcomes related to recruitment, teacher preparation, and career retention. Data collection includes surveys, interviews, focus groups, and institutional data. The evaluation supports program refinement and stakeholder engagement as well as assessment of the program’s effectiveness and graduates' readiness and success as educators.
Advancing Computer Science Education for Southside Virginia Regional Technology Consortium School Divisions II
ACSE:SVRTC II (Advancing Computer Science Education for Southside Virginia Regional Technology Consortium School Divisions II) is a collaborative initiative led by Longwood University to expand access to high-quality computer science (CS) learning opportunities for upper elementary and middle school students across Southside Virginia. This project is funded by the Virginia Department of Education. Led by Paula Ogston-Nobile, the evaluation focuses on student outcomes related to CS content knowledge and career awareness, as well as the effectiveness of program delivery through summer camps and teacher-led instruction. Data sources include surveys, focus groups, site visit observations, and project documentation. Findings will inform the future of CS education efforts within the SVRTC region and contribute to broader conversations about access in STEM education.
Boys & Girls Clubs of Metro Richmond
The Institute for Collaborative Research and Evaluation (ICRE) and the Metropolitan Educational Research Consortium (MERC) partnered with the Boys & Girls Clubs of Metro Richmond (BGCMR) to examine the evolving role of out-of-school time (OST) providers in supporting middle and high school students. The collaboration began with a research and policy brief focused on the landscape of OST programming in urban school systems following the COVID-19 pandemic. Building on those insights, ICRE conducted a comprehensive needs assessment in partnership with BGCMR to better understand how OST programs can respond to the academic, social, and emotional needs of Richmond Public Schools students. This included analysis of student engagement, barriers to participation, family involvement, and communication between OST providers and schools. The findings were disseminated through a podcast and the 2025 MERC Summit.
Henrico County Public Schools Annual Stakeholder Survey
Henrico County Public Schools is one of the foundational members of the Metropolitan Educational Research Consortium (MERC). Led by David Naff, ICRE has partnered since 2018 with the Department of Assessment, Research, and Evaluation in HCPS to conduct an annual survey of students, staff, and families. Aligned with the HCPS strategic plan, this project offers evidence of how the division is progressing on its cornerstones by focusing on input from their key engaged groups. In addition to a static report, ICRE produces a series of online dashboards for school division personnel and school administrators to interact with their data and use it to inform decision making and goal setting for the upcoming school year.
Project PEACE
Project PEACE is a five-year grant awarded to the Partnership for People with Disabilities at VCU. The project is funded by the Administration for Community Living in the U.S. Department of Health and Human Services. Project PEACE aims to improve collaboration between local systems to provide a smooth and efficient experience for youth with intellectual and developmental disabilities as they transition from school to work in the community. Paula Ogston-Nobile is the project’s evaluator. The mixed-method evaluation uses surveys, focus groups, and interviews to document implementation, assess outcomes, and engage diverse perspectives – including youth, families, educators, businesses, and service providers – in shaping and refining a locally driven employment transition plan.
Teen Summit RVA
The Teen Summit RVA is supported through a regional partnership between Chesterfield County, Henrico County, and the city of Richmond to provide an annual event promoting the voices of students in their school divisions. The event is structured around a series of experiences focused on subjects like mental health, social media use, school safety, advocacy, and more. Led by David Naff, ICRE conducts the annual evaluation of the Summit, including surveys of participating students.
Virginia Department of Health Suicide Prevention Analysis
ICRE partnered with the Virginia Department of Health to conduct a landscape analysis of suicide prevention, intervention, and postvention efforts in public schools across Virginia. The project included a statewide survey that was completed by over 1,000 schools (more than 50% of the state) as well as an analysis of suicide prevention information accessed through school division websites, school board policies, and school division strategic plans. ICRE researchers shared the survey report and policy report with division coordinators of school counseling across Virginia to inform their policies and practices related to suicide prevention.
"Working with the VCU-ICRE has helped to clarify and catalyze local and state partners toward providing better mental health care within PK-12 institutions. Thanks to their continued contributions, the Virginia Department of Health's, Suicide Systems Project with the support of the Virginia Department of Education has more clearly identified the needs of community members to better align funding allocation towards a better state of mental health throughout the Commonwealth." - Justin Wallace, Project Director, Suicide Systems Project, Virginia Department of Health
Computing in the Commonwealth
In partnership with the Virginia Department of Education and faculty and graduate students within VCU’s School of Education, ICRE conducted an environmental scan of programs across the state that provide specialized education in computer science and information technology for high school students. Led by Amy Corning and Jon Becker, the work involved preliminary research to identify the specialized programs, a survey questionnaire to collect information about them, and a Delphi study to identify common elements of the education they provide. A dashboard based on the questionnaire results allows students, families, educators, and counselors to explore program information by region and school division. The research was made possible by the VCU Quest Fund.
English Empowerment Center
The English Empowerment Center (EEC) is dedicated to teaching adults the essential skills of reading, writing, speaking, and understanding English. Its mission is to empower immigrants, refugees, and adults with English language learning needed to access employment and educational opportunities, enabling them to participate more fully in their communities. Led by Jesse Senechal, the goals of the evaluation are to understand factors influencing student retention and success, to develop targeted program recommendations, and to design monitoring tools for continuous improvement. The evaluation uses a multi-component participatory approach to provide both analytical insights and practical, actionable recommendations. Data sources include class observations, student and instructor focus groups and surveys, and a longitudinal analysis of program data on class engagement and performance.
Evaluation of Appreciative Inquiry Initiative in the Health Sciences
In partnership with the VCU Health Sciences Schools, ICRE is leading the evaluation of an organizational culture change initiative designed to foster wellbeing, engagement, and collaboration across the health sciences campus. The initiative employs Appreciative Inquiry (AI) methodology to shift from deficit-based to strengths-based approaches to workplace culture. The initiative included professional development workshops, appreciative interviews with faculty and staff, a three-day summit that brought together representatives from six health sciences schools, and ongoing work of action teams. The evaluation examined the influence of the initiative on participants in the initiative and the VCU units in which they work. Data sources included a review of program documents, participant observation, and semi-structured interviews.
Commonwealth Savers
Commonwealth Savers (formerly Virgina529) is widely known for the education savings plans it administers, but it also provides important support for college access through its two SOAR Virginia efforts. SOAR Scholars is an early commitment postsecondary scholarship program designed to support students from low- and moderate-income households, established in 2010 and administered in collaboration with six access organizations. It enrolls high school students, who receive advising support for many aspects of the college-application and college-going process, as well as funding to help defray college costs. Commonwealth Savers also engages in access work through its support for a partnership of college access providers, who serve different parts of the Commonwealth via a range of program models. Commonwealth Savers has partnered with ICRE to help update its research on the role of SOAR Scholars in participants’ college outcomes, and to develop a shared measurement framework to support its access partners in their work.