About MDRC
Power works in the K-12 Education policy area as both a resource manager and research associate. As a resource manager, Power develops, maintains, and monitors work plans, expenditures, and budgets for projects; communicates with partners and funders; and supports the development of new projects. Power also supports project management and qualitative research efforts on various projects, including the study of Multi-Tiered Systems of Support for Behavior, YouthForce NOLA, and the Robert Wood Johnson Social-Emotional Learning Briefs project. Power’s research work includes conducting site visit interviews, coding and analyzing qualitative data, and working directly with sites and partners. Power holds a BA in psychology, linguistics, and Italian from Emory University.
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MDRC Publications
ReportImpacts on Elementary School Students’ Outcomes
July, 2022Disruptive behaviors in school can hinder students’ learning and long-term success. This study evaluated a “multi-tiered systems of support for behavior” program, which reinforces good behavior and provides supplemental support to students in need. Overall student outcomes did not improve but students who struggled the most saw some short-term benefits.
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Other Publications
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Projects
William Corrin, Barbara Condliffe, Marie-Andrée Somers, Susan Sepanik, Shelley Rappaport, Margaret Hennessy, Hannah Power, Elizabeth Ederer, Julia WalshMDRC , in collaboration with RAND Corporation, Digital Promise, Westat, and Public Strategies, is conducting a large-scale, national evaluation project, the ReSolve Math Study, funded by the U.S. Department of Education’s Institute of Education Sciences.
The coronavirus pandemic led to substantial unfinished learning in math, exacerbating longstanding equity...
The inequities of educational outcomes, which in turn lead to inequities in other long-term outcomes, have long been issues of concern for policymakers and educators. For decades, academic programs and policies have been developed to address achievement gaps, yet disparities persist. However, districts and educational policymakers have not fully appreciated how the...
Rachel Rosen, Ivonne Garcia, D. Crystal Byndloss, Shelley Rappaport, Emma Alterman, Hannah Dalporto, Hannah Power, Crystal NuñezNew models of career and technical education ( CTE ) have expanded student choices and shifted towards high-quality, career-themed programs of study and pathways to careers. Advising within CTE programs plays a key role in guiding student pathway choices and ensuring that career information is received by all students, rather than a select few.
Many schools and...
Career-pathways models designed to prepare high school students for success in college and careers are proliferating in school districts around the country. Each typically includes a sequence of career/technical education courses in a broad career theme such as health or computer science. Some initiatives also offer work-based learning experiences for students, a...
Fred Doolittle, Mark van Dok, Pei Zhu, Barbara Condliffe, Sonia Drohojowska, Emma Alterman, Osvaldo Avila, Jedediah J. Teres, Hannah PowerToo often, elementary school students lack the behavioral and social skills necessary to focus on academics and achieve in school. Without proper support, teachers inevitably spend far too much time managing their students’ behavior and too little time actually teaching. Multi-Tiered Systems of Support for Behavior ( MTSS -B) is not a specific model but a compilation...