Professional Development/ Teacher Training

Making 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.

Why math? Recent research suggests that early...

MDRC is evaluating the AVID College Readiness System along with the establishment of a “vertical alignment collaborative” across several middle and high schools and a local community college, all located in rural Central Florida. The project is funded by the Department of Education’s Investing in Innovation initiative. The project will test the hypothesis that a...

Brief
March, 2013

Urban high schools are in trouble — high dropout rates, low student achievement, and graduates who are unprepared for the world of work are just some of the disappointing indicators. However, this policy memo, part of our “Looking Forward” series, explains how recent research has uncovered a number of approaches to improving student outcomes and reforming underperforming schools.

Report

Final Impact and Implementation Findings from the Foundations of Learning Demonstration in Newark and Chicago

January, 2013
Pamela Morris, Chrishana M. Lloyd, Megan Millenky, Nicole Leacock, Cybele Raver, Michael Bangser

Intensive professional development and in-class support for preschool teachers produced more positive teacher-student interactions, more effective management of challenging behaviors, less problem behavior, higher engagement in learning, and more instruction time. However, there was no clear effect on short-term academic achievement, and the long-term effects on children remain uncertain.

Report

Report on Program Impacts, Program Fidelity, and Contrast

December, 2012
William Corrin, James J. Lindsay, Marie-Andrée Somers, Nathan E. Myers, Coby V. Meyers, Christopher A. Condon, Janell K. Smith

The Content Literacy Continuum combines whole-school and targeted approaches to supporting student literacy and content learning, using instructional routines and learning strategies. This report describes implementation and impact findings from a random assignment study involving 33 high schools in nine school districts.

Methodology

An Empirical Assessment Based on Four Recent Evaluations

October, 2011

This reference report, prepared for the National Center for Education Evaluation and Regional Assistance of the Institute of Education Sciences (IES), uses data from four recent IES-funded experimental design studies that measured student achievement using both state tests and a study-administered test.

Report

Context, Components, and Initial Impacts on Students’ Performance and Attendance

December, 2004
Corinne Herlihy, James J. Kemple

During the first three years of implementation in six urban schools, The Talent Development Middle School model—an ongoing, whole-school reform initiative—had a positive impact on math achievement for eighth-graders but appeared to produce no systematic improvement in outcomes for seventh-graders.

Report

Context, Components, and Initial Impacts on Ninth-Grade Students’ Engagement and Performance

June, 2004
James J. Kemple, Corinne Herlihy

An examination of the implementation and early impacts of Talent Development, a whole-school reform initiative, found that the model produced substantial gains in ninth-grade students’ course completion and promotion rates.

Report

Elementary Student Achievement and the Bay Area School Reform Collaborative’s Focal Strategy

February, 2006
Kristin Porter, Jason Snipes, Jean Eisberg

The Bay Area School Reform Collaborative’s strategy seeks to raise student achievement in six elementary school districts in the San Francisco Bay Area by coaching supervisors, principals, and teachers, instituting evidence-based decision making, and promoting sharing of experiences among schools. During the first two years of implementation, MDRC found no strong, pervasive association with student achievement.

Report
September, 2008
Michael S. Garet, Stephanie Cronen, Marian Eaton, Anja Kurki, Meredith Ludwig, Wehmah Jones, Kazuaki Uekawa, Audrey Falk, Howard Bloom, Fred Doolittle, Pei Zhu, Laura Sztejnberg

This report presents findings on the effectiveness of two specific professional development strategies on improving the knowledge and practice of second-grade teachers in high-poverty schools and on the reading achievement of their students.

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