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Howard Bloom
Chief Social Scientist
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Sustained Positive Effects on Graduation Rates Produced by New York City’s Small Public High Schools of Choice
Policy Brief
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2012. Howard S. Bloom and Rebecca Unterman.
A rigorous study that takes advantage of lottery-like features in New York City’s high school admissions process demonstrates that new small public high schools that are open to students of all academic backgrounds have substantial impacts on rates of graduation with Regents diplomas for every disadvantaged subgroup of students that was examined.
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Designing and Analyzing Studies That Randomize Schools to Estimate Intervention Effects on Student Academic Outcomes Without Classroom-Level Information
Working Paper
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2011. Pei Zhu, Robin Jacob, Howard Bloom, and Zeyu Xu.
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.
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Nine Lessons About Doing Evaluation Research
Howard Bloom’s Remarks on Accepting the Peter H. Rossi Award
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2010. Howard S. Bloom.
In a speech before the Association for Public Policy Analysis and Management Conference on November 5, 2010, Howard Bloom, MDRC’s Chief Social Scientist, accepted the Peter H. Rossi Award for Contributions to the Theory or Practice of Program Evaluation.
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When Is the Story in the Subgroups?
Strategies for Interpreting and Reporting Intervention Effects on Subgroups
Working Paper
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2010. Howard S. Bloom and Charles Michalopoulos.
This revised paper examines strategies for interpreting and reporting estimates of intervention effects for subgroups of a study sample. Specifically, the paper considers: why and how subgroup findings are important for applied research, the importance of prespecifying subgroups before analyses are conducted, and the importance of using existing theory and prior research to distinguish between subgroups for which study findings are confirmatory, as opposed to exploratory.
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Finite Sample Bias from Instrumental Variables Analysis in Randomized Trials
Working Paper
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2010. Howard S. Bloom, Pei Zhu, and Fatih Unlu
This paper is the first step in a study of instrumental variables analysis with randomized trials to estimate the effects of settings on individuals. The goal of the study is to examine the strengths and weaknesses of the approach and present them in ways that are broadly accessible to applied quantitative social scientists.
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Transforming the High School Experience
How New York City’s New Small Schools Are Boosting Student Achievement and Graduation Rates
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2010. Howard S. Bloom, Saskia Levy Thompson, and Rebecca Unterman, with Corinne Herlihy and Collin F. Payne.
Taking advantage of lottery-like features in New York City’s high school admissions process, this study provides rigorous evidence that new small public high schools are narrowing the educational attainment gap and markedly improve graduation prospects, particularly for disadvantaged students.
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New Empirical Evidence for the Design of Group Randomized Trials in Education
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2009. Robin Jacob, Pei Zhu, and Howard S. Bloom.
This paper provides practical guidance for researchers who are designing studies that randomize groups to measure the impacts of educational interventions.
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Modern Regression Discontinuity Analysis
Working Paper
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2009. Howard S. Bloom.
This paper provides a detailed discussion of the theory and practice of modern regression discontinuity. It describes how regression discontinuity analysis can provide valid and reliable estimates of general causal effects and of the specific effects of a particular treatment on outcomes for particular persons or groups.
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Understanding Reading First
What We Know, What We Don’t, and What’s Next
Policy Brief
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2009. Corinne Herlihy, James Kemple, Howard Bloom, Pei Zhu, and Gordon Berlin.
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.
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The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement
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U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
2008. Michael S. Garet, Stephanie Cronen, Marian Eaton, Anja Kurki, Meredith Ludwig, Wehmah Jones, Kazuaki Uekawa, Audrey Falk, Howard S. Bloom, Fred Doolittle, Pei Zhu, and Laura Sztejnberg
This report presents findings on the effectiveness of two specific professional development strategies on improving the knowledge and practice of second-grade teachers in high-poverty schools and on the reading achievement of their students.
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Performance Trajectories and Performance Gaps as Achievement Effect-Size Benchmarks for Educational Interventions
Working Paper
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2008. Howard S. Bloom, Carolyn J. Hill, Alison Rebeck Black, and Mark W. Lipsey.
This MDRC working paper on research methodology explores two complementary approaches to developing empirical benchmarks for achievement effect sizes in educational interventions.
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Empirical Issues in the Design of Group-Randomized Studies to Measure the Effects of Interventions for Children
Working Paper
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2008. Howard Bloom, Pei Zhu, Robin Jacob, Stephen Raudenbush, Andres Martinez, and Fen Lin.
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.
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Reading First Impact Study
Interim Report
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U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
2008. Beth C. Gamse, Howard S. Bloom, James J. Kemple, and Robin Tepper Jacob.
This report, written by Abt Associates and MDRC and published by the U.S. Department of Education’s Institute of Education Sciences, finds that Reading First increased the amount of time that teachers spent on the five essential components of reading instruction, as defined by the National Reading Panel. While Reading First did not improve students' reading comprehension on average, there are some indications that some sites had impacts on both instruction and reading comprehension. An overview puts these interim findings in context.
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Empirical Benchmarks for Interpreting Effect Sizes in Research
Working Paper
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2007. Carolyn J. Hill, Howard S. Bloom, Alison Rebeck Black, and Mark W. Lipsey.
No universal guideline exists for judging the practical importance of a standardized effect size, a measure of the magnitude of an intervention's effects. This working paper argues that effect sizes should be interpreted using empirical benchmarks — and presents three types in the context of education research.
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The Core Analytics of Randomized Experiments for Social Research
Working Paper
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2006. Howard S. Bloom.
This MDRC research methodology working paper examines the core analytic elements of randomized experiments for social research. Its goal is to provide a compact discussion of the design and analysis of randomized experiments for measuring the impact of social or educational interventions.
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Using Covariates to Improve Precision
Empirical Guidance for Studies That Randomize Schools to Measure the Impacts of Educational Interventions
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2005. Howard S. Bloom, Lashawn Richburg-Hayes, and Alison Rebeck Black.
This paper examines how controlling statistically for baseline covariates (especially pretests) improves the precision of studies that randomize schools to measure the impacts of educational interventions on student achievement.
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Raising Hope with Jobs-Plus
Promoting Work in Seattle Public Housing During a HOPE VI Redevelopment
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2005. Nandita Verma, James A. Riccio, and Howard S. Bloom, with Johanna Walter.
Early success for this ambitious employment program for public housing residents in Seattle was disrupted by a federal HOPE VI grant to tear down and revitalize the housing development.
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The Challenge of Scaling Up Educational Reform
Findings and Lessons from First Things First
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2005. Janet Quint, Howard S. Bloom, Alison Rebeck Black, and LaFleur Stephens with Theresa M. Akey.
First Things First, a comprehensive school reform initiative, increased student achievement in Kansas City, Kansas, the first school district to adopt the reform model. It is not yet clear if First Things First is working in four other school districts in which it has been replicated.
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Promoting Work in Public Housing
The Effectiveness of Jobs-Plus
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2005. Howard S. Bloom, James A. Riccio, Nandita Verma with Johanna Walter.
Jobs-Plus, an ambitious employment program inside some of the nation’s poorest inner-city public housing developments, markedly increased the earnings of residents in the sites where it was implemented well.
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Sample Design for an Evaluation of the Reading First Program
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2003. Howard S. Bloom.
This paper illustrates how to design an experimental sample for measuring the effects of educational programs when whole schools are randomized to a program and control group. It addresses such issues as what number of schools should be randomized, how many students per school are needed, and what is the best mix of program and control schools.
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Exploring the Feasibility and Quality of Matched Neighborhood Research Designs
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2003. David C. Seith, Nandita Verma, Howard S. Bloom, George C. Galster.
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Using Place-Based Random Assignment and Comparative Interrupted Time-Series Analysis to Evaluate the Jobs-Plus Employment Program for Public Housing Residents
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2002. Howard S. Bloom, James A. Riccio.
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Can Nonexperimental Comparison Group Methods Match the Findings from a Random Assignment Evaluation of Mandatory Welfare-to-Work Programs?
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2002. Howard S. Bloom, Charles Michalopoulos, Carolyn J. Hill, Ying Lei.
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Evaluating the Accelerated Schools Approach
A Look at Early Implementation and Impacts on Student Achievement in Eight Elementary Schools
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2001. Howard S. Bloom, Sandra Ham, Laura Melton, Julieanne O'Brien.
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Measuring the Impacts of Whole-School Reforms
Methodological Lessons from an Evaluation of Accelerated Schools
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2001. Howard S. Bloom.
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Extending the Reach of Randomized Social Experiments
New Directions in Evaluations of American Welfare-to-Work and Employment Initiatives
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2001. James A Riccio, Howard S. Bloom.
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Modeling the Performance of Welfare-to-Work Programs
The Effects of Program Management and Services, Economic Environment, and Client Characteristics
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2001. Howard S. Bloom, Carolyn J. Hill, James Riccio.
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Building a Convincing Test of a Public Housing Employment Program Using Non-Experimental Methods
Planning for the Jobs-Plus Demonstration
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1999. Howard Bloom.
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Estimating Program Impacts on Student Achievement Using "Short" Interrupted Time Series
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1999. Howard S. Bloom.
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Using Cluster Random Assignment to Measure Program Impacts
Statistical Implications for the Evaluation of Education Programs
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1999. Howard S. Bloom, Johannes M. Bos, Suk-Won Lee.
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Testing a Re-Employment Incentive for Displaced Workers
The Earnings Supplement Project
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Social Research and Demonstration Corporation.
1999. Howard Bloom, Saul Schwartz, Susanna Lui-Gurr, Suk-Won Lee.
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Implementing the Earnings Supplement Project
A Test of a Reemployment Incentive
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Social Research and Demonstration Corporation.
1997. Howard Bloom, Barbara Fink, Susanna Lui-Gurr, Wendy Bancroft, Doug Tattrie.
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Does Training for the Disadvantaged Work?
Evidence from the National JTPA Study
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Urban Institute.
1996. Larry L. Orr, Howard S. Bloom, Stephen H. Bell, Fred Doolittle, Winston Lin.
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