About MDRC
Wulfsohn currently works on the operations team for the Building Bridges and Bonds project, a study of innovative fatherhood programs. She is the primary liaison with one of the program developers for the project. Previously she headed up the technical assistance efforts for High 5s and Making Pre-K Count. As a licensed psychologist, she integrates a clinical perspective into her work that is both research- and policy-relevant. She has more than 15 years of experience in providing coaching and mental health consultation to home visiting and early childhood education programs. Before working at MDRC, Wulfsohn successfully developed and oversaw a statewide effort in collaboration with the Illinois State Board of Education to provide mental health coaching to home visiting programs (targeting children from birth through age 3) and prekindergarten programs throughout Illinois. There she demonstrated her leadership in an effort that enhanced the capabilities of early childhood professionals, built a workforce of mental health coaches statewide, and provided a model for other states to expand coaching in early childhood systems. Wulfsohn received an MS in human development and a PhD in human development and school psychology from the University of Wisconsin-Madison.
-
MDRC Publications
BriefOctober, 2020More children spend time in preschool now than a decade ago, but not all of them get educational programs of the same quality. This brief explores how to put new classroom curricula in place across multiple schools to bolster classroom quality, instructional practices, and children’s skills.
MethodologyJune, 2020Semistructured interviews involve an interviewer asking some prespecified, open-ended questions, with follow-up questions based on what the interviewee has to say. This Reflections on Methodology post describes a semistructured interview protocol recently used to explore how children who experience poverty perceive their situations, their economic status, and public benefit programs.
Issue FocusApril, 2020Programs across the country must adjust to working remotely while serving clients in the context of COVID-19, and it’s a challenge — especially if your work typically depends on in-person contact. Here are some tips to help run remote group meetings with staff, stakeholders, and participants in this uncertain, unsettling time.
Issue FocusFebruary, 2020One-time training rarely results in long-term shifts in working practices, but remote learning communities can help reinforce new lessons and promote lasting change. In this post, we explore how two MDRC programs use online, video conferencing and telephone connections to help participants across the country further their professional growth.
Issue FocusUpping Your Staff Training Strategy
December, 2019Diverse, complex training needs in many programs makes staff training an ongoing challenge. Managers may be responsible for orienting new staff, implementing new procedures, or facilitating steps toward long-term improvement, and one-time training is often inadequate. MDRC works with programs to establish a “Learn-Do-Reflect” model of collaboration, explored in this post.
Issue FocusTips to Keep Participants Coming Back for More
September, 2019In just seven seconds, most people form a first impression. For program participants, this initial encounter can mean the difference between signing up for services – or walking away. The September 2019 In Practice blog post offers tips for programs seeking to have an impact from the get-go.
Issue FocusEight Steps to Full Enrollment
June, 2019The June post for MDRC’s operations web series, In Practice: Lessons for and from Practitioners, features eight steps to recruiting new participants in community improvement programs. MDRC field liaisons highlight tailored tips and practical advice to help staff members enroll new participants and maximize the full capacity of their programs.
BriefThe Building Bridges and Bonds (B3) Study
April, 2017This practitioner brief describes three new approaches in the B3 evaluation of enhancements to Responsible Fatherhood programs: a cognitive behavioral workshop that builds skills for employment stability; Just Beginning, an interactive approach to high-quality parenting; and DadTime, a mobile app to encourage active participation by fathers with their children.
-
Other Publications
-
Projects
JoAnn Hsueh, Michelle Maier, Frieda Molina, Sharon Rowser, Samantha Wulfsohn, Marie-Andrée Somers, Electra Small, Sharon Huang, Amena Sengal, Alexandra Bernardi, Marissa Strassberger, Noemi Altman, Ilana Blum, Ebony Scott, Margaret Hennessy, Mervett HefyanThe Variations in Implementation of Quality Interventions ( VIQI ): Examining the Quality-Child Outcomes Relationship in Child Care and Early Education project is a large-scale, rigorous study with several important aims and implications for current child care and early education policy and practices, including:
Determining the effectiveness of interventions for...Almost 42 percent of third-grade students in Philadelphia are reading at or above grade level — which means that about 58 percent are reading below that level. For elementary school students, reading proficiency is critical not only for doing well in school, but for remaining in school in the future. In response to this situation, the City of Philadelphia put forth the...
Carolyn Hill, M. Victoria Quiroz Becerra, Stephanie Rubino, Samantha Wulfsohn, Gilda Azurdia, Marissa StrassbergerThe official poverty rate for the U.S. population is high, at 13.5 percent, and the rate among children is higher still, at 19.7 percent. The body of research examining deep poverty, severe deprivation, and stress associated with poverty in adults has grown steadily with continued interest in recent years; however, qualitative research examining the experiences and...
Shira Kolnik Mattera, Sharon Huang, Seth Muzzy, Jocelyn Page, Samantha Wulfsohn, Marissa Strassberger, Amena Sengal, Mirjana PralicaThe High 5s project is part of the Robin Hood Early Childhood Research Initiative, a partnership between MDRC and the Robin Hood Foundation focused on improving the life trajectories of low-income children in New York City. The Initiative’s first project, Making Pre-K Count ( MPC ), was designed to improve pre-k math instruction using the Building Blocks ...
Dina A. R. Israel, Michelle S. Manno, Dan Bloom, JoAnn Hsueh, Rekha Balu, Charles Michalopoulos, Virginia Knox, Erika Lundquist, Electra Small, Rebecca Behrmann, Samantha Wulfsohn, Ann Bickerton, Douglas Phillips, Patrizia Mancini, Emily Brennan, Jillian Verrillo, Bret BardenFathers play a unique role in their children’s lives and development, but some fathers face personal or societal barriers to positive involvement with their children — such as low levels of education, stigma from criminal records, declining wages for low-skilled men, or family instability. Responsible Fatherhood programs aim to improve the well-being of low-income...
Barbara S. Goldman, Sharon Huang, Shira Kolnik Mattera, Michelle Maier, Seth Muzzy, Jocelyn Page, Electra Small, Samantha Wulfsohn, Marissa Strassberger, Amena Sengal, Mirjana PralicaMaking Pre-K Count is the result of a partnership between MDRC and the Robin Hood Foundation whose goal is to build evidence about ways to improve the life trajectories of children living in poverty in New York City. The partnership’s first project focuses on improving preschool children’s math skills.
Why math? Recent research suggests that early...