Professional Development/ Teacher Training

Insights from the LATIDO Roundtable

April, 2018

Latinos are enrolling in California colleges in rising numbers, but their outcomes lag behind those of white students. The Latino Academic Transfer and Institutional Degree Opportunities project is examining the approaches taken by Hispanic-Serving Institutions in California to improve the rates at which they transfer to universities and complete college.

Implementation and Outcome Findings for the AVID Central Florida Collaborative Study

March, 2018
Susan Sepanik, Stephanie Safran, Larissa Saco

Implemented in eight secondary schools and a local college, this program was designed to build students’ college preparedness by training instructors in shared teaching strategies and best practices, strengthening academic rigor in the classroom, and promoting collaboration and consistency in teaching and study strategies across grades and schools.

The Implementation of High 5s in New York City

March, 2018
Robin Tepper Jacob, Anna Erickson, Shira Kolnik Mattera

Small-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.

The Impacts of Making Pre-K Count and High 5s on Kindergarten Outcomes

March, 2018
Shira Kolnik Mattera, Robin Tepper Jacob, Pamela Morris

This 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.

Launching the Drive to Write Program

January, 2018
Rekha Balu, Emma Alterman, Zeest Haider, Kelly Quinn

How do schools encourage students to write more and teachers to offer more comments on student writing? How can schools use technology more effectively to support this shift in instruction? What makes achieving both of these goals difficult? The Drive to Write program tackles these challenges.

A Literature Review

October, 2017
Barbara Condliffe, Janet Quint, Mary Visher, Michael Bangser, Sonia Drohojowska, Larissa Saco, Elizabeth Nelson

Examining the scholarly literature published since a seminal review in 2000, this working paper discusses the principles that underlie project-based learning, how it has been used in K-12 settings, the challenges teachers have confronted in implementing it, and what is known about its effectiveness in improving students’ learning outcomes.

Introducing ExCEL P-3, a Study from the Expanding Children’s Early Learning Network

July, 2017
Meghan McCormick, JoAnn Hsueh, Christina Weiland, Michael Bangser

The ExCEL Network, a collaboration of researchers, preschool providers, and local officials, is exploring how benefits of early childhood interventions persist. The ExCEL P-3 project examines whether one preschool program, reinforced by a system-wide alignment of instruction into elementary school, has impacts on a range of skills through third grade.

A Report from the Investing in Innovation (i3) Evaluation

June, 2017

PowerTeaching emphasizes cooperative learning to instruct middle school math and has shown strong evidence of effectiveness. In 2011, the U.S. Department of Education funded an effort to scale up the program, and in 2012 MDRC began a multiyear evaluation of it. This report describes the evaluation and presents its findings.

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