Our Mission »

improving the lives of young people, primarily those in economically disadvantaged communities, through developing and supporting research-based innovations in educational practices

Our Philosophy »

meaningful change can be achieved through a strategic process in which we collaboratively build up on the strengths within the system to create the conditions for success

Our Work »

strengthening political will, policy frameworks, and technical know-how at all levels of educational systems to expand and sustain applications of our work



Motivation and Autonomy: Returning to Our Roots

There’s a great conversation going on over at Justin Baeder’s On Performance blog in Education Week. What started as a blog about curriculum-based assessment has transformed into a thought-provoking discussion about the nature and role of professional autonomy and motivation in teaching. As we’ve been following along, it got us thinking about our own “roots” in research on human motivation and autonomy. So, we thought we would take this opportunity to revisit the ideas that initially inspired the work that we do. 

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Change is never easy, but IRRE’s staff supported us every step of the way.

- Joi Danforth, teacher, Harper Woods High School


How do we scale-up high quality educational practices? This basic question has challenged educators, policy makers, and technical assistance providers (like us) for decades. Today, the transition to Common Core State Standards (CCSS) gives this question even more urgency.


In Fall 2015, The Philadelphia Board of City Trust will vote to approve a plan for an innovative small high school serving 120 economically disadvantaged students as part of Girard College, a private 1-12 school serving economically disadvantaged students from the Philadelphia area. IRRE’s Curriculum and Instructional Benchmarking process and Education Quality Rating System are already in place at the school.