Our Research
The GVSU CSO supports and facilitates research-based inquiry within the portfolio of GVSU’s charter public schools to gain a deeper understanding of current K-12 school environments. Evidence from the research is used for further oversight and support for students and educators.
The CSO's current 3-year research agenda runs from July 1, 2024, to June 30, 2027. The agenda seeks to build collective knowledge in five areas:
- Academic Results
- Innovation
- Teaching and Learning
- School Operations
- Equity and Access
Academic Results
Projects In Progress
Disciplinary Literacy Longitudinal Study (2024-2027)
The longitudinal study builds on the work of Tyner and Kabourek (2020) by exploring the relationship between discipline-specific instructional practices and students’ reading achievement. The multifaceted approach aims to provide a more comprehensive understanding of the factors influencing student reading achievement and inform targeted interventions for improved educational outcomes.
- Disciplinary Literacy Report, Year 1 (July 2024)
Completed Projects
Examining the Impact of the Pandemic on Student Achievement (2020-2022)
Using NWEA MAP data across K-12 charter schools authorized by GVSU, this report examined student learning during the COVID-19 pandemic and in the academic years that followed.
- Pandemic Impact Report, Year 3 (October 2022)
- Pandemic Impact Report, Year 2 (December 2021)
- Pandemic Impact Report, Year 1 (March 2021)
Innovation
Projects In Progress
Implementing and Sustaining MTSS/PBIS Frameworks (2024)
This single-year study will use stakeholder survey data, MTSS/PBIS team focus groups, CSO school consultants, and school leader interviews to gather stakeholders’ perspectives on the development, implementation, and sustainability of MTSS/PBIS frameworks in GVSU schools.
Post-Secondary Preparedness of GVSU Graduates (2027)
This single-year study will assess the preparedness of students graduating from GVSU charter public high schools who enroll at GVSU within 12 months. It will explore the percentage of students graduating from these schools between 2020-2023 who enroll in remedial coursework upon entry at GVSU and then compare these percentages to demographically comparable students from non-GVSU-authorized Michigan charter schools.
Completed Projects
Exploring Strategies for Accelerating Student Learning
This project used interview data from staff working in Grand Valley State University-authorized charter schools to examine strategies teachers used to accelerate student learning and close learning gaps stemming from the COVID-19 pandemic.
Teaching and Learning
Projects In Progress
Teacher Retention in GVSU Charter Public Schools (2024)
This single-year study will explore historical retention rates in GVSU schools, focusing on school retention and role retention. School retention explores the percentage of teachers who remained in the same school, regardless of position, while role retention explores the percentage of teachers who remain in the same school and position, year over year.
The Impact of Teacher Retention on Student Achievement (2025)
This single-year study will examine the relationship between teacher attrition and student achievement. Specifically, it will replicate the work of Ronfeldt (2013) to estimate the effect of school-by-grade level turnover on Math and ELA achievement in GVSU charter public schools the year after teachers leave.
Completed Projects
Examining how Early Career Teachers' Experiences in GVSU Schools Inform Future Plans
Using teacher survey data across K-12 schools authorized by Grand Valley State University, this research project examined early career teachers’ school experiences and future career plans.
- Report on Early Career Teachers' Experiences (June 2022)
Understanding Teacher Autonomy
This report uses teacher survey data to examine the extent Grand Valley State University charter public schools demonstrate characteristics of Teacher-Powered Schools.
- Report on Teacher Autonomy, Year 2 (May 2024)
- Report on Teacher Autonomy, Year 1 (June 2023)
School Operations
Projects In Progress
School Working Conditions Survey (2024-2027)
This annual study would continue to build upon surveys from previous years by adding new questions and by inviting different school personnel types (school leaders, school counselors, mental health professionals, certified support staff) to participate.
Completed Projects
School Working Conditions Survey (2021-2024)
Using teacher survey data across K-12 charter schools authorized by Grand Valley State University, this research project annually examines teachers’ perceptions of their school working conditions.
Equity and Access
Projects In Progress
Teacher Race and Student Outcomes (2025)
This single-year study will explore the extent academic outcomes improve when students in GVSU charter public schools are matched to a teacher from the same race or ethnicity.
Student Retention Outcomes (2026)
This single-year study will explore historical student retention rates in GVSU charter public schools. It will examine the likelihood a student who enrolls in kindergarten will remain in their initial school. It will disaggregate results by school demographics, including percentage of students receiving free or reduced-price lunch, special education status, limited English proficiency status, and student achievement.
Completed Projects
Exploring the Teacher Workforce in GVSU's Charter Schools
Using publicly available staffing data from the State of Michigan, this study examines the demographic characteristics of teachers and administrators working in GVSU-authorized charter school and compares it student demographic data.
- Teacher Workforce Report (April 2022)
Exploring Postsecondary Opportunities in GVSU's Charter Schools
This report uses publicly available student enrollment and course participation data from the State of Michigan to examine postsecondary opportunities such as access to dual enrollment opportunities and participation in AP courses in GVSU-authorized charter public schools.
- Postsecondary Opportunity and Access Report (June 2023)