Research and Evaluation
CRP research scientists apply requisite skills and capabilities in defining policy problems or conditions, elucidating theoretical constructs, evaluating program initiatives and their impacts, or studying the intended and unintended consequences of policy instruments or tools. CRP uses a wide variety of web-based search engines, directories, databases, and other information sources to conduct reviews of literature. CRP also builds and maintains readily accessible and fully documented research databases, while preparing comprehensive research reports of the study background, methods, findings, interpretations, and conclusions in publishable forms. CRP offers multidisciplinary expertise and capabilities in executing social science research (quantitative and qualitative) for diverse sponsors, such as government agencies, colleges and universities, commercial organizations, associations, and foundations. CRP's capabilities utilizing quantitative approaches include survey research methods, meta-analysis, experimental research/design, quasi-experimental research/design, and web surveys. CRP offers a wide range of qualitative capabilities, including case studies, content analysis, ethnographic studies/research, focus group research, key informant (in-person and telephone) interviews, and participant observation. While neither quantitative or qualitative methods should be viewed as exclusive, CRP also offers services in methodological triangulation, which provides a stronger research design, resulting in more valid and reliable findings. CRP designs and manages large-and small-scale projects in scope encompassing both survey research and program evaluation/evaluation research methodologies, which enable us to meet any data collection requirement.
Evaluation Research. CRP executes culturally-relevant, context-sensitive, and methodologically-sound evaluation methods in collaboration with stakeholders to support decision-making, accountability, and program or policy planning priorities. CRP has expertise in designing all types of evaluation studies, including formative, process and outcome evaluations, using an array of evaluation design methods. The evaluation designs CRP uses most frequently include one group posttest only design, one group pretest/posttest design, nonequivalent comparison group (quasi-experimental) design, and experimental design.
Samples of Work
National Center for Education Statistics (NCES)
National Assessment of Educational Progress (NAEP)
2015 NAEP-ECLS and 2017 Core Questionnaire Cognitive Interviews
NAEP-Early Childhood Longitudinal Study (ECLS) Cognitive Interviews and Report
CRP conducted cognitive interviews (often referred to as a cognitive laboratory study or cog lab), for one of the National Assessment of Educational Progress’ (NAEP) special studies: NAEP-ECLS (Early Childhood Longitudinal Study). NAEP is administered by NCES, part of the Institute for Education Sciences (IES) within the U.S. Department of Education. The NAEP-ECLS survey questionnaire was designed to validate student responses to SES-related questions by comparing them to parent responses from NAEP-ECLS. The cognitive interviews consisted of fourth and fifth grade students recruited from the metropolitan Washington, D.C. area. CRP made every effort to engage students from a range of demographic groups with regard to gender, race/ethnicity, socioeconomic background, and urban and suburban settings.
NAEP Pretesting of Survey Questions for 2017 Core, Reading, Writing, and Mathematics Questionnaires – Cognitive Interviews
CRP recruited and conducted 86 cognitive interviews of principals, teachers, and fourth, eighth, and twelfth grade students in the Washington, DC metropolitan area to include the cities of Washington, DC, Alexandria and Arlington, and the counties of Fairfax, Prince George’s and Montgomery. The cognitive interviews will support the development and validity of newly-developed survey questions for the NAEP assessment, particularly informing which questionnaire items should be used during the upcoming 2016-2017 NAEP administrations. To meet the time line for this aggressive schedule, CRP trained approximately 15 doctoral students and retired educators in cognitive interviewing techniques and procedures.
National Assessment of Educational Progress (NAEP) Focus Groups
CRP conducted 14 focus groups (combination of virtual and face-to-face) composed of 4th and 8th grade administrators, reading and math teachers, and students. The National Assessment of Educational Progress (NAEP) commissioned the focus group research to better understand the following constructs in the context of reading and mathematics: (a) familiarity with technology, especially as it relates to mathematics and reading (e.g., e-readers, tablets, software, apps, and Internet resources); (b) access to technology relevant for learning at home and at school, including patterns of access across student groups; (c) ways in which technology (especially tablets, smart phones, and Internet resources) changes students’ experiences with text, numbers, and calculations; (d) how the use of technology facilitates instruction and learning, both in and outside of the classroom; and (e) shifts in the nature and type of skills required of students as they read and/or do math in technology-rich environments. Eight (8) states were randomly selected for recruitment of administrators and teachers for the virtual focus groups originating from CRP. CRP chose the largest population center of each state (urban/suburban) and a random rural population area.
Peer Health Exchange (PHE) Program Student Survey.
Peer Health Exchange (PHE) is a national non-profit organization that gives teenagers the knowledge and skills they need to make healthy decisions. CRP worked closely with PHE to assess the impact of PHE education using the PHE Outcome Evaluation Survey tool in the following areas: (a) Alcohol, Tobacco, and Other Drugs; (b) Nutrition and Physical Activity; (c) Sexual Health; (d) Mental Health; and (e) Decision Making and Communication. CRP provided statistical expertise to analyze pre-test and post-test data for appropriate statistical significance. Students in four sites completed pre- and post-surveys: Chicago, IL; New York City, NY; San Francisco, CA; and Washington, DC. Pair sampled t-test and McNemar Chi Square statistical tests were used for data analysis. CRP cleaned the data collected using the PHE survey and prepared a report to reflect the impact of PHE education on each area nationally and site-wise. CRP also provided recommendations to administrators regarding survey design and survey scales for the PHE survey.
of Columbia Public Schools (DCPS) HIV/AIDS Education Extensive Study.
This project, which used a goal-attainment model, featured formative and summative evaluation components to assess five major areas spanning grades 4-12: (1) school HIV / AIDS policies; (2) teacher training; (3) curriculum implementation; (4) student knowledge, attitudes, and behavior (KAB); and (5) family involvement and community linkages.
Centers for Disease Control and Prevention (CDC) Research Monograph: Cultural Competence for Providing Technical Assistance, Evaluation, and Training for HIV Prevention Programs–A Research Synthesis. This CRP-prepared CDC research monograph was hailed as a significant contribution to the literature on behavioral and social science research on HIV/AIDS prevention planning and on culturally specific HIV/AIDS programmatic applications targeting racial and ethnic populations. It included an exhaustive review of over 400 articles on existing HIV/AIDS prevention programs nationwide.