This paper provides practical guidance for researchers who are designing studies that randomize groups to measure the impacts of educational interventions.
This report presents two-year implementation and impact findings on two supplemental academic instruction approaches developed for after-school settings – one for math and one for reading. It addresses whether one-year impacts are different in the second year of program operations and whether students benefit from being offered two years of enhanced after-school academic instruction.
What We Know, What We Don’t, and What’s Next
Studies of Reading First released in 2008 found no overall effect on student reading comprehension, and the program was eliminated in 2009. However, the research findings were more nuanced than was widely reported, and they offer lessons for policymakers making critical choices today about how the federal government can best support the teaching of reading to young children.
A Research Note for Funders
Targeted toward very low-income families in six high-poverty New York City communities, Family Rewards offers cash payments tied to efforts and achievements in children’s education, family preventive health care practices, and parents’ employment. This paper reviews data on participants’ receipt of rewards and offers preliminary estimates of the program’s impacts on selected educational outcomes during the first year.
Statistical Implications for the Evaluation of Education Programs