Classroom Services

Brief

The Timing of Rating Matters

February, 2023

Quality improvement in early care and education often relies on annual classroom observations. This study examined biweekly ratings of classroom quality by teachers’ coaches over six months and found that quality varied over time. The findings suggest that the timing and number of quality ratings should inform program improvement decisions.

Report
August, 2022
William Corrin, Pei Zhu, Miki Shih, Kevin Thaddeus Brown, Jr., Jedediah J. Teres, Catherine Darrow, Austin Nichols, Kelly Lack

Academic 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.

Report

Impacts on Elementary School Students’ Outcomes

July, 2022

Disruptive 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.

Brief
April, 2022

An accompanying brief describes how three school systems are moving toward whole-system approaches focused on healing, prevention, and cultivating psychologically safe and supportive environments. This companion brief provides advice from leaders in two of those systems for others who may want to a develop a system-wide vision for such practices.

Brief
April, 2022

This is the fourth in a series of briefs highlighting strategies to increase educational equity by addressing students’ social and emotional needs. It describes how three school systems are moving toward whole-system approaches focused on healing, prevention, and cultivating psychologically safe and supportive environments for all.

Brief

Leveraging Naturally Occurring Lotteries to Examine a District-Wide Rollout of Instructional Alignment Across Pre-K and Kindergarten

April, 2022
Meghan McCormick, Rebecca Unterman, Mirjana Pralica, Christina Weiland, Amanda Weissman, JoAnn Hsueh

This study investigates whether naturally occurring lotteries, which approximate random assignment, can be used to evaluate the long-term effects of instructional alignment—standards, curricula, and assessments that build on one another from pre-K to elementary school—on children in Boston Public Schools. It concludes that they can.

Brief

Dual Enrollment Impacts from the Evaluation of New York City’s P-TECH 9-14 Schools

April, 2022

The New York City P-TECH 9-14 model offers accelerated high school course work, early college, and work-based learning experiences. P-TECH students are 30 percentage points more likely to take college courses in high school than comparison group students. They also earn 6.4 more college credits by the end for their fourth year.

Brief
December, 2021

School-community partnerships are one strategy leaders can use to increase equity in education by building supportive environments that meet students’ social and emotional needs. A recent brief on school-community partnerships included some advice from three leaders of successful district-level partnership programs. This companion brief focuses specifically on these leaders’ suggestions.

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