The Center for Applied Behavioral Science (CABS) combines MDRC’s decades of experience tackling social policy issues with insights from behavioral science. This graphic explains the CABS’s approach to solving problems.
Challenges and Opportunities in Summer Programs for Rising Kindergarten Students
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.
Too often, programs and policies do not consider the way people actually think and behave. Behavioral science demonstrates that even small hassles create barriers that prevent those in need of services from receiving them. This infographic provides a brief overview of how the Center for Applied Behavioral Science is improving social services by making use of behavioral insights.
Implementation and Outcome Findings for the AVID Central Florida Collaborative Study
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 Impacts of Making Pre-K Count and High 5s on Kindergarten Outcomes
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.
The Implementation of High 5s in New York City
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.
This compendium of written materials comes from the Behavioral Interventions to Advance Self-Sufficiency (BIAS) project. The collection illustrates how specific concepts from behavioral science were used in different settings and formats by practitioners and program designers in child care, child support, and work-support programs.
In this commentary from the final report on the Behavioral Interventions to Advance Self-Sufficiency (BIAS) project, Sim B. Sitkin considers looking beyond individual client behavior when designing interventions to target program staff and groups of clients as well as entire organizations.
Lessons from the BIAS Project
The Behavioral Interventions to Advance Self-Sufficiency (BIAS) project launched interventions in Indiana and Oklahoma aimed at increasing the number of parents who selected child care providers with state quality ratings, improving the child care subsidy renewal process, and increasing the number of parents who renew on time.
This commentary focuses on an intervention from the Behavioral Interventions to Advance Self-Sufficiency (BIAS) project that aimed to improve child support payment rates in a state-supervised program in Ohio. The author reflects on the availability of the agency’s data, the involvement of staff at all levels, clients’ experiences, and lessons learned.