Curricular/Instructional Reforms

MDRC , 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...

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
January, 2022
Dan Cullinan, Elizabeth Kopko

Two experimental studies examined multiple measures assessment (MMA), in which colleges use alternative measures (like high school GPA) rather than just standardized test scores, to assign students to developmental or college-level courses. Students placed using MMA were more likely to complete college-level courses. This brief offers recommendations for other colleges.

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.

Report

Three-Semester Findings from an Experimental Study of Multiple Measures Assessment and Placement

December, 2021

Some students are referred into developmental (or remedial) education inappropriately when placed using only standardized placement tests. When multiple measures assessment was used, students in Minnesota and Wisconsin were more likely to enroll and pass college-level math and English courses within three semesters. The additional cost of this alternative assessment averaged $33 per student.

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