Research Associate

Condliffe joined MDRC in 2014 as a mixed-methods researcher. She is currently the project manager for the impact evaluation of training in Multi-Tiered Systems of Support for Behavior (MTSS-B). The MTSS-B project is a large federal contract led by MDRC and funded by the U.S. Department of Education’s Institute of Education Sciences. She manages all aspects of the project, including the large-scale data collection effort, analysis, and reporting. Condliffe is also project manager for the Expanding Children’s Early Learning (ExCEL) Network’s Summer Project, focusing on an assessment of a summer learning enrichment program for rising kindergarten students.

Before her career in education research, Condliffe taught middle school and high school English in New York City. She received her PhD in sociology from Johns Hopkins University, where she was also an IES Predoctoral Training Fellow, and she holds a BA from Bowdoin College and a MA in teaching from Brooklyn College.

  • MDRC Publications

      Challenges and Opportunities in Summer Programs for Rising Kindergarten Students

      May, 2018
      Barbara Condliffe, Anna Foster, Robin Tepper Jacob

      One focus of the Expanding Children’s Early Learning (ExCEL) Network is the potential value of programs to promote school readiness in the months preceding kindergarten. This brief summarizes lessons learned from a six-week pilot program and consultation with practitioners on three implementation issues — recruitment, attendance, and family involvement.

      A Literature Review

      October, 2017
      Barbara Condliffe, Janet Quint, Mary Visher, Michael Bangser, Sonia Drohojowska, Larissa Saco, Elizabeth Nelson

      Examining the scholarly literature published since a seminal review in 2000, this working paper discusses the principles that underlie project-based learning, how it has been used in K-12 settings, the challenges teachers have confronted in implementing it, and what is known about its effectiveness in improving students’ learning outcomes.

      Building a School Choice Architecture

      June, 2017

      As school choice systems expand, district enrollment offices are striving to make the choice process accessible and clear for families. This practitioner brief offers lessons for supporting families through the sequence of decisions involved as they engage in the process, search for information, and compare and select schools.

  • Other Publications

      Alexander, Karl, and Barbara Falk Condliffe. 2016. "Summer Setback in Baltimore: A Review and Update." Pages 23-34  in Karl Alexander, Sarah Pitcock, and Matthew Boulay (eds.), The Summer Slide: What We Know and Can Do About Summer Learning Loss. New York: Teachers College Press.

      Condliffe, Barbara. 2016. “Selecting Summer: How Elementary School Parents Make Choices About Summer Programs.” Pages 146-160 in Karl Alexander, Sarah Pitcock, and Matthew Boulay (eds.), The Summer Slide: What We Know and Can Do About Summer Learning Loss. New York: Teachers College Press.

      Condliffe, Barbara F., Melody L. Boyd, and Stefanie DeLuca. 2015. "Stuck in School: How Social Context Shapes School Choice for Inner-City Students." Teachers College Record 117, 3: 1-36.

      Plank, Stephen B., and Barbara Falk Condliffe. 2013. "Pressures of the Season: An Examination of Classroom Quality and High-Stakes Accountability." American Educational Research Journal 50, 5: 1152-1182.

  • Projects