The Center for Applied Behavioral Science (CABS) combines MDRC’s decades of experience tackling social policy issues with insights from behavioral science. This graphic explains the CABS’s approach to solving problems.
A Review of the Qualitative Literature
One in five U.S. children live in poverty. This review examines how children and parents think and feel about poverty and public benefits, as well as how families discuss their economic circumstances. Children report awareness of both material deprivation and stigma.
This compendium of written materials comes from the Behavioral Interventions to Advance Self-Sufficiency (BIAS) project. The collection illustrates how specific concepts from behavioral science were used in different settings and formats by practitioners and program designers in child care, child support, and work-support programs.
The Implementation of High 5s in New York City
Small-group math clubs in kindergarten are an innovative way to align children’s elementary and pre-K math experiences. In a demonstration of the High 5s kindergarten supplement aligned with the principles of an evidence-based, developmentally appropriate pre-K curriculum, attendance and engagement were high, and children participated in hands-on, individualized activities.
Implementation and Outcome Findings for the AVID Central Florida Collaborative Study
Implemented in eight secondary schools and a local college, this program was designed to build students’ college preparedness by training instructors in shared teaching strategies and best practices, strengthening academic rigor in the classroom, and promoting collaboration and consistency in teaching and study strategies across grades and schools.
In this commentary from the final report on the Behavioral Interventions to Advance Self-Sufficiency (BIAS) project, Marianne Bertrand talks about the potential for a broader behavioral agenda that would include larger contributions from psychology and could transform public policy in ways that might induce long-term changes in behavior.
In this commentary from the final report on the Behavioral Interventions to Advance Self-Sufficiency (BIAS) project, Sim B. Sitkin considers looking beyond individual client behavior when designing interventions to target program staff and groups of clients as well as entire organizations.
Lessons from the BIAS Project
The Behavioral Interventions to Advance Self-Sufficiency (BIAS) project launched interventions in Indiana and Oklahoma aimed at increasing the number of parents who selected child care providers with state quality ratings, improving the child care subsidy renewal process, and increasing the number of parents who renew on time.
Lessons from the BIAS Project
The Behavioral Interventions to Advance Self-Sufficiency (BIAS) project launched an intervention in California to engage families in a welfare-to-work program and another intervention in New York to encourage low-income single adults without dependent children to attend a meeting about an earnings supplement program intended to provide an incentive to work.
This commentary focuses on an intervention from the Behavioral Interventions to Advance Self-Sufficiency (BIAS) project that aimed to improve child support payment rates in a state-supervised program in Ohio. The author reflects on the availability of the agency’s data, the involvement of staff at all levels, clients’ experiences, and lessons learned.