Corinne M.
  • MDRC Publications


      What We Know, What We Don’t, and What’s Next

      June, 2009
      Corinne Herlihy, James J. Kemple, Howard Bloom, Pei Zhu, 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.


      Evidence from the Talent Development High School Model

      May, 2005
      James J. Kemple, Corinne Herlihy, Thomas J. Smith

      Talent Development, a high school reform initiative, produced substantial positive effects on attendance, academic course credits earned, tenth-grade promotion, and algebra pass rates for students in very low-performing schools in Philadelphia.


      Context, Components, and Initial Impacts on Students’ Performance and Attendance

      December, 2004
      Corinne Herlihy, James J. Kemple

      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.


      Context, Components, and Initial Impacts on Ninth-Grade Students’ Engagement and Performance

      June, 2004
      James J. Kemple, Corinne Herlihy

      An examination of the implementation and early impacts of Talent Development, a whole-school reform initiative, found that the model produced substantial gains in ninth-grade students’ course completion and promotion rates.


      Case Studies of How Urban School Systems Improve Student Achievement

      September, 2002
      Jason Snipes, Fred Doolittle, Corinne Herlihy

      Some of the nation's fastest improving urban school systems are raising overall academic performance while reducing achievement gaps among students of different racial groups. But instead of taking a school-by-school approach, they are tackling education reform on a district wide basis.

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