About MDRC
Teres is a senior data manager in MDRC’s K-12 Education policy area. He is currently a data manager on the Multi-Tiered Systems of Support for Behavior and Academic Language Intervention studies, as well as Kindergarten Enrollment: Barriers and Strategies and the P-TECH evaluation. Teres was the data manager for the Learning Communities Demonstration and the Texas Developmental Summer Bridge Study as part of the National Center for Postsecondary Research, which was a partnership of MDRC, the Community College Research Center at Columbia University’s Teachers College, and the Curry School of Education at the University of Virginia. He also contributed to Opening Doors and the Performance-Based Scholarship Demonstration. Teres has expertise in statistical programming and data management, with a diverse background in applied statistics ranging from neurobiology research to financial analysis in the telecommunications industry. He holds a BS in biometry and statistics from Cornell University and a master of arts in teaching degree in secondary education from William Paterson University.
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MDRC Publications
ReportAugust, 2022Academic language skills are critical for reading and understanding content for all students, and particularly for English learners and students from economically disadvantaged backgrounds. This study investigated WordGen Elementary, a program designed to improve fourth- and fifth-grade students’ ability to understand and communicate academic language and their general reading skill.
ReportAn Evaluation of the Returning Citizens Stimulus Program
September, 2021In April 2020, the Center for Employment Opportunities launched the Returning Citizens Stimulus (RCS), a cash transfer program that offered financial support to people released from prison or jail. The findings in this report suggest that RCS may provide a promising model for smoothing reentry from incarceration.
ReportAn Implementation and Early Impacts Study of Eight Texas Developmental Summer Bridge Programs
October, 2011For entering college students with low basic skills, eight intensive summer programs provided accelerated instruction in math, reading, and/or writing; academic support; a “college knowledge” component; and the opportunity to receive a $400 stipend. Early results suggest that participants were more likely to pass entry-level college courses in math and writing.
ReportAn Impact Study of Career-Focused Learning Communities at Kingsborough Community College
July, 2011Students took two courses in their major and one on careers associated with their major. Active, collaborative, and interdisciplinary learning was emphasized. No meaningful impacts on educational outcomes were found for the full sample, but recent transfer students saw a modest positive impact on credits earned during the program semester.
ReportImpact Studies at Queensborough and Houston Community Colleges
February, 2011Learning communities, which co-enroll small groups of students into linked courses, are a popular strategy for helping developmental students at community colleges succeed. This report examines the impacts of one-semester learning communities for developmental math students at Queensborough Community College and Houston Community College. At both colleges, students in learning communities attempted and passed their developmental math class at higher rates than students in a control group. However, this impact generally did not translate into increased cumulative progress in math by the end of two or three semesters.
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Other Publications
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Projects
Jean Grossman, Shira Kolnik Mattera, Barbara Condliffe, Dina A. R. Israel, Jedediah J. Teres, Hannah Dalporto, Sonia Drohojowska, Lauren Scarola, Frieda Molina, Rebecca Schwartz, Mei Huang, Rebecca Davis, Julia WalshThe pandemic has led to unfinished learning for a broad swath of students. This unfinished learning has also exacerbated existing disparities in student outcomes by race and ethnicity, income, and geography. Research has shown that high-dosage tutoring is the most effective way for improving learning for many students. But high-dosage tutoring is cost- and resource-...
The Center for Employment Opportunities ( CEO ), which provides subsidized employment and other services to individuals who have recently returned home from incarceration, launched the Returning Citizens Stimulus ( RCS ) program in April 2020 in response to the COVID -19 pandemic. It provided three monthly cash transfers to people who were recently released from...
Rebecca Unterman, Kelly Granito, Jedediah J. Teres, Emma Alterman, Faith Lewis, Matthew MacFarlane, Barbara Condliffe, Sonia Drohojowska, Crystal Nuñez, Byeonghyeon SoXQ Institute was founded in 2015 with the goal of “re-thinking the high school experience” so that all students get the preparation they need for college and careers and grow to the fullest as civic participants, critical readers, proactive problem solvers, original thinkers, generous collaborators, and learners for life.
XQ funds the design and...
Professionals and researchers in education acknowledge there are great disparities in the types of opportunities and quality of teaching that different schools offer to students—and that differences in how students experience transitions into kindergarten, middle school, and high school can magnify inequality over time. School application and enrollment are critical...
Rachel Rosen, D. Crystal Byndloss, Sonia Drohojowska, Leigh Parise, Rebecca Unterman, Emma Alterman, Jedediah J. Teres, Michelle DixonThe idea for this high school model began in 2010 in New York City when then-Mayor Michael Bloomberg announced a public-private partnership of the New York City Department of Education, the City University of New York, the New York City College of Technology, and IBM to develop a new approach to secondary and postsecondary education. The result was P- TECH High School...
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...
Colleen Sommo, Melissa Boynton, Michelle Ware, Cynthia Miller, Amanda Grossman, Alexander Mayer, John Diamond, Alyssa Ratledge, Jedediah J. TeresFor many low-income college students, one of the biggest barriers to attendance is cost. While federal and state financial aid is available to help with tuition, fees, books, and some living expenses, students still often have unmet need, particularly if they are from the poorest families or are independent from their parents. Working while going to school is one...
Dan Cullinan, Alexander Mayer, Michelle Ware, Michael J. Weiss, Evan Weissman, Alyssa Ratledge, Jedediah J. TeresA postsecondary credential has become increasingly important in the labor market, and college attendance has grown. Unfortunately, college completion remains less common, particularly in community colleges, which serve many low-income and academically underprepared students who often need remedial (developmental) courses. Finding ways to increase the rates of...
Michael J. Weiss, Susan Scrivener, Colleen Sommo, Dan Cullinan, John Diamond, Alyssa Ratledge, Jedediah J. TeresCommunity colleges, which tend to be accessible and affordable, serve as a critical resource for low-income individuals striving to improve their prospects in the labor market and life. However, a variety of factors, ranging from a lack of financial aid to inadequate student services and poor developmental classes, can impede students’ progress. Many students stop...