We conduct educational research and evaluation on public policy-related issues through our Policy Evaluation and Research Center (PERC).
PERC is led by Senior Vice President and Edmund W. Gordon Chair Michael T. Nettles, with the assistance of research colleagues throughout ETS and members of the special studies centers in the Research & Development division.
PERC's mission includes the following:
- focus on topics that are prominent on the agendas of national, state and local governments and educational institutions
- apply research findings to craft policy and program ideas for educational improvement
- publish and disseminate reports that increase understanding of education challenges and promote improvement of education and education policies
Closing the Achievement Gap
ETS is committed to closing the achievement gap for underrepresented populations, and the rigorous research we conduct is the cornerstone of our efforts. To learn more, visit our Achievement Gap website.
PERC performs extensive policy research and program evaluation. View final reports supporting our evaluation of the Robert Wood Johnson Foundation New Careers in Nursing (NCIN) programs. Our researchers focus on improving the quality of instruction in schools, closing achievements gaps for underrepresented populations and investigating factors that adversely affect student progress at all levels. PERC often works with education-centered organizations worldwide, such as the MATH UP program with Lehman College and SITES-M with Tennessee State University, and regularly convenes symposiums that bring together leading scholars and practitioners to engage the public in addressing complex challenges in education, such as the Salzburg Global Seminar. The research reports and Policy Notes generated from these actions offer valuable information for the future of education.
PERC's clients include schools and colleges, foundations, professional associations, education organizations, state and federal research and education agencies, and private corporations.