Johnson State College Vermont Science Initiative Programs throughout Vermont – 2006 through 2009
Description and design:   The Vermont Science Initiative created by Professor Liz Dolci at Johnson State college had two principal goals: (1) To develop a cohort of teacher leaders who will deliver professional development to their colleagues, and (2) to develop a cadre of K-8 classroom teachers with sound instruction in standards-based science, integrating content, inquiry, and continuous assessment. The evaluation of this program was both qualitative and quantitative in scope and provided the project, State of Vermont and U.S. Department of Education with cross-sectional outcomes in a quasi-experimental, matched groups evaluation design, and, implementation data using both the Survey of Enacted Curriculum (SEC) and the Concerns Based Adoption Model (CBAM)
Project contact:  Dr. Elizabeth Dolci, Johnson State College  Email:

University of Vermont Mathematics and Science Partnership Programs - 2006 to Present

Description and design: The University of Vermont’s Vermont Mathematics Initiative has been a statewide program for teacher development in mathematics since 2000.  In 2006 Dr. Meyers and colleagues at the Vermont Institutes conducted a longitudinal, quasi-experimental evaluation of program effects.  They found statistically significant and important gains in students’ mathematics performance from 2004 through 2010.  The evaluation of this program in more than 40 Vermont school districts continues with annual reports submitted to the U.S. Department of Education and the State of Vermont.

Project Contact: Dr. Ken Gross, Project Director, Department of Mathematics and Statistics, University of Vermont.  Email:

967 Sunset View Road, Colchester, VT  05446                    802-363-7732            

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Southwest Vermont Curriculum Coordinators’ Collaborative Math and Science Partnerships - 2009 to Present

Description and design: The SWVTCCC’s STAR and Next Generation Science Leadership programs are designed to increase the levels of expertise among science teachers and science teacher leaders.  The design of the evaluation for these programs has included both qualitative evaluation, conducted initially by The Vermont Institutes and currently by Core Research and Evaluation, as well as a quasi-experimental, matched groups comparison of student achievement on Vermont’s New England Comprehensive Assessment (NECAP) science assessment.  Reports have included intervention and control student performance on scaled, raw, performance levels and released items.  Reporting has included USED reporting protocols.

Project Contact: Maureen Maidrand, Bennington-Rutland Supervisory Union.  Email:

Lesley University Mathematics and Science Partnership Programs - 2006 to Present
Description and design: Lesley University has collaborated with Massachusetts school districts, Brockton, Haverhill, Malden, New Bedford, Quincy, Randolph, Revere, Somerville, and Springfield, on a variety of projects  These projects vary from Master’s level courses in mathematics and the teaching of mathematics to leadership development, workshops and consultation. Evaluation designs center mainly on quantitative analysis of both teacher and student performance prior to and following the intervention components and qualitative analysis of the processes of professional development and the application of project interventions in classrooms.  Reporting of project results is done directly to the U.S. Education Department’s (USED) data reporting site through the project administration and Massachusetts Department of Education.

Project Contact: Dr. Anne Collins, Project Director, Lesley University.   Email:

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