School Readiness

Report
December, 2019

This report evaluates an early education program aimed at providing high-quality language and literacy instruction to children in underserved communities. The report examines how services delivered by senior volunteers enhanced preschoolers’ experiences in the classroom and whether this program model shows promise for improving children’s literacy and social-emotional development.

Brief

Boot Camp at Tarrant County College

November, 2019

This study examined a “Boot Camp” program designed to reinforce basic mathematics functions for college students with limited math, reading, and writing skills, to prepare them for developmental-level courses. Three features made the program unique: computer-assisted, self-paced learning; a focus on individual learner progress; and in-class help from College-Readiness Advisors.

Brief

What Do We Know and What Are We Learning?

July, 2019

There is growing evidence that alignment between preschool and elementary school can help sustain the learning gains that children make in preschool. A new policy brief examines two large-scale, multiyear projects seeking to build rigorous evidence about the promise of aligning instruction from preschool through third grade.

Report

Integrating Workforce and College-Readiness Training into California’s Adult Basic Skills Programs

July, 2019

New models for adult education that integrate basic skills education with workforce and college-readiness training are catching on across the country. In this report, MDRC examines the development of these programs in California and suggests ways to expand these integrated models in adult basic skills programs across the state.

Across the United States, children’s life prospects are substantially shaped by their circumstances between birth and age 3. The earliest years of life, then, may present this country’s best opportunity to disrupt cycles of poverty. In the American South, children of low-income families acutely experience the disadvantages of poverty, and they disproportionately remain...

Report

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.

Report

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.

Brief

Challenges and Opportunities in Summer Programs for Rising Kindergarten Students

May, 2018
Barbara Condliffe, Anna Foster, Robin Tepper Jacob

One focus of the Expanding Children’s Early Learning (ExCEL) Network is the potential value of programs to promote school readiness in the months preceding kindergarten. This brief summarizes lessons learned from a six-week pilot program and consultation with practitioners on three implementation issues — recruitment, attendance, and family involvement.

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