Teachers and administrators are central to initiatives that MDRC evaluates, from teacher coaching and intensive professional development to improving the instructional leadership capacities of principals and their supervisors and promoting changes in structure, instruction, governance, and accountability in schools, particularly those that are under-resourced.

The Latest
Report

Disruptive behaviors in school can hinder students’ learning and long-term success. This study evaluated a “multi-tiered systems of support for behavior” program, which reinforces good behavior and provides supplemental support to students in need. Overall student outcomes did not improve but students who struggled the most saw some short-term benefits.

Brief

This brief outlines how Head Start programs responded to the ever-evolving public health emergency caused by the COVID-19 pandemic—shifting activities to virtual formats, adapting in-person activities to local restrictions, and maintaining connections with families and community providers.

Key Documents
Report

In a study sponsored by the Institute of Education Sciences, intensive professional development programs for seventh-grade math teachers were implemented as intended, but teacher turnover limited the average dosage received. The programs had no impact on teacher knowledge or student achievement.

Report

What Two Rigorous Studies Tell Us

This synthesis reviews findings from two rigorous, large-scale evaluations — the Professional Development in Reading Study and the Middle School Mathematics Professional Development Impact Study. Both interventions had only limited effects on teachers’ knowledge and instruction and no impacts on students’ test scores. The report ends with suggestions about how professional development might be improved to achieve better results.

Report

Improving Classroom Practices in Head Start Settings

This report offers lessons about using coaches to help teachers carry out a program for improving pre-kindergarteners’ social and emotional readiness for school. It addresses selection of the coaching model; coach hiring, training, support, and supervision; coaching processes; and program management, data, and quality assurance.