Success Academy is a rapidly expanding charter school network in New York City. In this paper, MDRC uses lotteries for the seven Success Academy schools operating during the 2010-2011 school year to estimate the difference in students’ academic achievement caused by Success Academy.
Interim Impact Findings from the Investing in Innovation (i3) Evaluation of Diplomas Now
The Diplomas Now whole-school reform model, including targeted interventions for students at risk of dropping out, had an impact on the percentage of students with no early warning indicators related to attendance, behavior, or course performance, and had more encouraging results in middle schools than high schools.
The Every Student Succeeds Act gives states greater responsibility for choosing strategies to improve underperforming schools. For over a decade, MDRC has rigorously evaluated school improvement strategies, collecting evidence that can help states determine which strategies are likely to work. This Issue Focus describes four of MDRC’s most recent studies.
MDRC’s Projects in Math for Low-Income Students, from Preschool to College
In our increasingly technological world, developing basic math skills is crucial. What can be done to promote more effective math education? This two-page issue focus describes a number of MDRC projects — from preschool to postsecondary education — that seek to improve the performance of low-income students in math.
Changing School Practices During the Second Year of Diplomas Now
Diplomas Now, a partnership of three national organizations, aims to increase graduation rates in high-risk schools, targeting support to students who need it most. This second report finds that Diplomas Now schools are differentiating themselves from comparable schools in their implementation of structural and instructional reforms.
The First Year of Implementing Diplomas Now
Three national organizations formed Diplomas Now in an effort to transform urban secondary schools so fewer students drop out. This report introduces Diplomas Now and the associated evaluation, shares first-year implementation fidelity findings, and discusses collaboration among the Diplomas Now partners and between those partners and schools.
This paper provides practical guidance for researchers who are designing and analyzing studies that randomize schools — which comprise three levels of clustering (students in classrooms in schools) — to measure intervention effects on student academic outcomes when information on the middle level (classrooms) is missing.
The Effect of Project GRAD on Elementary School
Student Outcomes in Four Urban Districts
This report describes the effects of Project GRAD, an ambitious education reform that targets high schools and the elementary and middle schools that feed into them, on student test scores in elementary schools in Houston, Texas; Atlanta, Georgia; Columbus, Ohio; and Newark, New Jersey.
Context, Components, and Initial Impacts on Students’ Performance and Attendance
During the first three years of implementation in six urban schools, The Talent Development Middle School model—an ongoing, whole-school reform initiative—had a positive impact on math achievement for eighth-graders but appeared to produce no systematic improvement in outcomes for seventh-graders.