Curricular/Instructional Reforms

Report
March, 2015

This report examines the implementation and effects of an academic summer program for middle school students offered by Building Educated Leaders for Life (BELL). The findings suggest that BELL students did not outperform non-BELL students in reading, but that the program may have had a positive effect on students’ math achievement.

Report

Three-Year Effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for Developmental Education Students

February, 2015

The City University of New York’s comprehensive ASAP program nearly doubles the three-year graduation rate for developmental education students in community college – at a lower cost-per-degree than regular services. ASAP also increases rates of transfer to four-year colleges.

Report

Exploratory Findings from the Head Start CARES Demonstration

December, 2014
JoAnn Hsueh, Amy Lowenstein, Pamela Morris, Shira Kolnik Mattera, Michael Bangser

This 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.

Issue Focus

Early Reflections from MDRC’s Evaluation of the Innovative Professional Development Challenge

January, 2015

In the Innovative Professional Development (iPD) Challenge, the Bill & Melinda Gates Foundation is helping school districts redesign their teacher professional development systems to better support teachers in increasing student success. This Issue Focus, the second in a series, offers some early reflections from MDRC’s study of it.

The Center for the Analysis of Postsecondary Readiness ( CAPR ) conducts research to document current practices in developmental English and math education across the United States and to rigorously evaluate innovative assessment and instructional practices. CAPR , led by MDRC and the Community College Research Center, is funded by the federal Institute of Education Sciences.

Many students enter postsecondary education underprepared academically, and the success rate for these students is low. At open access colleges (like community colleges), underprepared students are typically referred to developmental (or remedial) coursework, often in the form of multilevel, noncredit course sequences in reading, English, and math.

To help...

Report

The First Year of Implementing Diplomas Now

August, 2014
William Corrin, Susan Sepanik, Aracelis Gray, Felix Fernandez, Ashley Briggs, Kathleen K. Wang

Three national organizations formed Diplomas Now in an effort to transform urban secondary schools so fewer students drop out. This report introduces Diplomas Now and the associated evaluation, shares first-year implementation fidelity findings, and discusses collaboration among the Diplomas Now partners and between those partners and schools.

Report

The Success for All Model of School Reform

July, 2014
Janet Quint, Rekha Balu, Micah DeLaurentis, Shelley Rappaport, Thomas J. Smith, Pei Zhu

Success for All, a whole-school reading reform, received a federal Investing in Innovation (i3) scale-up grant in 2010 to expand to additional elementary schools. This report examines the program’s implementation and the impacts in 2012-2013, the second year of operation, on early reading skills.

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