About MDRC
Mattera’s research focuses on early childhood education and intervention and children’s development. She currently works on preschool evaluations, including the Head Start CARES project (which studies the impact of social-emotional interventions on preschool children’s outcomes) and Making Pre-K Count (which examines the effects of a preschool mathematics curriculum). She received her PhD in applied developmental psychology from the University of Miami. There her research focused on the connections between children’s social and cognitive skills, as well as prelinguistic and social skills in children who were prenatally exposed to cocaine and living in poverty.
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MDRC Publications
May, 2018A two-stage study design can test a complex set of interventions, individually and in combination. Reflections on Methodology shows how this approach was used for a pair of programs, the first administered in preschools and the second implemented as a kindergarten follow-up for individual students.
The Impacts of Making Pre-K Count and High 5s on Kindergarten Outcomes
March, 2018This project tested whether high-quality, aligned math instruction, via an evidence-based curriculum in pre-K and innovative math clubs in kindergarten, could improve children’s outcomes. The effect of two years of enriched math translates into closing more than a quarter of the achievement gap between low-income children and their higher-income peers.
The Implementation of High 5s in New York City
March, 2018Small-group math clubs in kindergarten are an innovative way to align children’s elementary and pre-K math experiences. In a demonstration of the High 5s kindergarten supplement aligned with the principles of an evidence-based, developmentally appropriate pre-K curriculum, attendance and engagement were high, and children participated in hands-on, individualized activities.
March, 2018The Implementation Research Incubator discusses an innovative approach to pre-K math, in which the researchers used qualitative methods to put the critical elements of a program’s theory of change under a microscope. Their insights may help future adopters of the model better understand these key components.
Preliminary Kindergarten Impacts of the Making Pre-K Count and High 5s Programs
February, 2017Can children’s math skills be strengthened in pre-K and kindergarten, and can such improvements have longer-term effects? This preliminary analysis examines the cumulative effects of two early math programs and demonstrates that this enhanced experience can have modest, positive impacts on children’s math and executive function skills in kindergarten.
Improving Math Instruction in New York City
October, 2016An evidence-based preschool math curriculum called Building Blocks, combined with ongoing professional development, was compared with “business as usual” pre-K programs across 69 public schools and community-based organizations. This report contains interim findings on the implementation of the model, the amount and quality of its math instruction, and children’s learning outcomes.
Exploratory Findings from the Head Start CARES Demonstration
December, 2014This report suggests that evidence-based approaches can improve 3-year-olds’ social-emotional competence in mixed-age preschool classrooms. While the findings are promising, further research is needed to confirm the results and to better understand how these benefits are generated.
National Evaluation of Three Approaches to Improving Preschoolers’ Social and Emotional Competence
June, 2014This demonstration tested the effectiveness of three program enhancements implemented at scale that were designed to improve preschool children’s social-emotional competence. All three had positive impacts on teacher practice and on children’s social-emotional outcomes during the preschool year, although to varying degrees and not necessarily in the expected ways.
Large-Scale Implementation of Programs to Improve Children’s Social-Emotional Competence
December, 2013This report describes the extent to which three different classroom-based social-emotional strategies and related professional development supports were implemented as intended in Head Start centers, as well as the degree to which teachers’ practices changed as a result.
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Other Publications
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Projects
Pamela Morris, Sharon Huang, Shira Kolnik Mattera, 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.
Barbara S. Goldman, Pamela Morris, Sharon Huang, Shira Kolnik Mattera, Michelle Maier, Lyndsay McDonough, 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.
Pamela Morris, Shira Kolnik Mattera, Electra Small, Nina Castells, Sharon Rowser, Barbara S. Goldman, JoAnn Hsueh, Ximena Portilla, Frieda Molina, Howard Bloom, Patrizia ManciniHead Start, which serves nearly 1 million low-income children, is the nation’s largest federally sponsored early childhood education program.