MIHOPE-Strong Start, a collaboration of the Centers for Medicare and Medicaid Services, the Administration for Children and Families, and the Health Resources and Services Administration, assesses the impacts of home visiting programs for disadvantaged expectant mothers. This report describes the study and the programs: Healthy Families America and Nurse-Family Partnership.
Large-Scale Implementation of Programs to Improve Children’s Social-Emotional Competence
This report describes the extent to which three different classroom-based social-emotional strategies and related professional development supports were implemented as intended in Head Start centers, as well as the degree to which teachers’ practices changed as a result.
This report, a Public/Private Ventures project distributed by MDRC, summarizes findings from a four-year random assignment study of an out-of-school-time program for middle-schoolers. Students in the program did better on standardized tests and were more likely to attend private high schools.
A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills
This report reviews 95 studies on how families’ involvement in children’s learning and development through activities at home and at school affects the literacy, mathematics, and social-emotional skills of children. The review also offers recommendations for additional lines of inquiry and discusses next steps in research and practice.
Early Findings from the Investing in Innovation (i3) Scale-Up
Success for All, a whole-school reading reform, received a federal Investing in Innovation (i3) scale-up grant in 2010 to expand to additional elementary schools. This report examines the program’s implementation and its impact in 2011-2012, the first year of operation, on kindergartners’ early reading.
The Continuing Story of the Opportunity NYC−Family Rewards Demonstration
Family Rewards, a three-year demonstration, provided cash payments to low-income families in New York City for achieving specific health, education, and employment goals. New results show that the program substantially reduced poverty and material hardship while it operated and had positive results in improving some education, health, and work-related outcomes.
Using Volunteers to Improve the Academic Outcomes of Underserved Students
School-based mentoring programs have been shown to improve students’ academic performance and self-confidence. This study examines what makes the Big Brothers Big Sisters of America school-based mentoring program effective, offering key insights for practitioners. It also contributes a theoretical structure with which to assess other randomized evaluations of such programs.
Home visiting programs seek to improve maternal and child outcomes by supporting families with young children. The Affordable Care Act of 2010 included $1.5 billion for the Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program, with a national evaluation required. This report describes the design of that evaluation.
How do we make the most of the promise of preschool, particularly as preschool programs become universal? How do we avoid the “fade out” of early positive effects as children transition to elementary school? Part of our “Looking Forward” series, this policy memo describes how enhancing children’s social and emotional development and their early math skills may be part of the answer.
Mentoring Experiences and Outcomes for Youth with Varying Risk Profiles
This report, a Public/Private Ventures project funded by the Bill & Melinda Gates Foundation, presents results from the nation’s first large-scale study to examine how the levels and sources of risk youth face may influence their mentoring relationships and the benefits they derive from participating in mentoring programs.