This paper analyzes variation in the medium-term effects of the oversubscribed Boston Public Schools prekindergarten program. Prekindergarten gains persisted if kids applied to and won a seat in a higher-quality elementary school.
Implementing Individual Placement and Support in a Workforce Setting
Breaking Barriers was a San Diego-based program that provided employment services to low-income individuals with a range of disabilities or other health conditions. Preliminary analyses based on a survey found that the program did not have an impact on the primary outcomes measured — employment, length of employment, and total earnings — during a 15-month follow-up period.
Engagement in New York City’s Kindergarten Application
Parents applying to kindergarten today must follow multiple steps. Identifying families who do not apply can help a school system improve its application process and can help it target families who need support. MDRC partnered with the New York City Department of Education to conduct this sort of diagnosis.
Assessment-to-Instruction (A2i) is a data-driven professional support system that helps teachers tailor instruction for each child. When delivered with intensive in-person training, it is effective at improving students’ reading ability. This Issue Focus introduces the evaluation of a delivery model that uses technology to make the system more affordable.
Results from the Evaluation of PACE Center for Girls
PACE provides academic and extensive social services in a gender-responsive environment to girls at risk of juvenile justice system involvement. Over a one-year period, PACE increased school enrollment and attendance, as well as girls’ likelihood of being “on track” academically.
A Case Study of PACE Center for Girls
MDRC worked closely with PACE in evaluating its program for girls. As an organization dedicated to continuous improvement, PACE used the implementation research findings to refine its services in several ways. This issue focus summarizes the study and the partnership and explains how the program applied some of the lessons.
Findings from an Evaluation of the Formative Assessments of Student Thinking in Reading (FAST-R) Program in Boston Elementary Schools
This report contains findings from an evaluation of a program in the Boston Public Schools that seeks to improve reading instruction and student learning through one type of data-driven instruction. The program provides teachers with formative assessments that they can use to measure what students do and do not know, along with professional development on how to understand and use the data generated by those assessments. The study looks at FAST-R’s effects on reading scores among third- and fourth-graders.
This MDRC working paper on research methodology explores two complementary approaches to developing empirical benchmarks for achievement effect sizes in educational interventions.
Design and Early Implementation of the Accelerated Benefits Demonstration
Many Social Security Disability Insurance (SSDI) beneficiaries have serious and immediate health care needs, but, under current law, most are not eligible for Medicare until 24 months after they start receiving cash benefits. This policy brief describes a new project that is testing whether providing earlier access to health benefits, as well as other services, for new SSDI beneficiaries who have no other health insurance improves employment and health outcomes.
This MDRC working paper on research methodology provides practical guidance for researchers who are designing studies that randomize groups to measure the impacts of interventions on children.