Professor Christopher Cleveland and co-authors examine the predictive power of various student metrics on long-term educational success, finding that while survey-based cognitive and self-regulation measures initially correlate with high school and college outcomes, traditional indicators like test scores, GPA, and attendance-related factors provide stronger and more reliable predictions.
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Department of Education
Christopher Cleveland
Assistant Professor of Education and Education Policy
Biography
Dr. Christopher Cleveland is an Assistant Professor of Education and Education Policy, holding a joint appointment in the Education Department and Annenberg Institute. His research and teaching focus on quantitative policy analysis in school finance, gifted and special education, and human capital.
Before joining Brown University, Christopher was a Research Assistant Professor at Boston University Wheelock College of Education and Human Development and a Consulting Manager at Education Resource Strategies.
Christopher Cleveland has a Ph.D. in Education Policy and Program Evaluation from Harvard University; an Ed.M. in Education Policy and Management from Harvard Graduate School of Education; an A.M. in Education from Harvard University; and an A.B. in Sociology with a Secondary in Mind, Brain, & Behavior from Harvard College.
Recent News
Professor Christopher Cleveland weighs in on the impact of DEI program cuts in schools.
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Brown Daily Herald
How the 2024 elections might impact education, according to Brown professors
Education Faculty members Christopher Cleveland and Kenneth Wong weigh the potential impacts of both Republican and Democratic party platforms on U.S. education policy.
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News From Education
From Insight to Impact with Professor Christopher Cleveland
Our new "Insight to Impact" series invites faculty from the Education Department to share how their recent research can be applied in practical ways that improve education systems. Here, we look at Professor Cleveland's research papers, "Understanding Individualized Education Program (IEP) Goals at Scale" and "The Effects of Response to Intervention on Disability Identification and Achievement."
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Wheelock Educational Policy Center
Understanding Special Education Services at Scale Using IEP Data
Individualized Education Plans (IEPs) contain detailed information about students’ experiences receiving special education services in schools. Using rigorous quantitative methods, Christopher Cleveland and co-author Jessica Markham (Boston University) are using digital IEPs from Indiana to identify statewide patterns in evaluations, goals, services, and placements.
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Christopher Cleveland is an Assistant Professor of Education and Education Policy, holding a joint appointment in the Education Department and Annenberg Institute. His research and teaching focus on quantitative policy analysis in school finance, gifted and special education, and human capital.
Read Article