Even before the COVID-19 crisis, early care and education providers faced challenges attracting and retaining qualified, well-trained, and diverse early educators — and staff turnover can affect children’s early progress. Three approaches may help improve these workers’ access to professional education, their overall economic well-being, and their sometimes difficult working conditions.
Children in low-income communities are less likely than others to attend programs that improve kindergarten readiness. MDRC has identified two ways to promote more equitable access: Make information about existing high-quality programs easier to understand and improve quality by investing in curricula and professional development.
More children spend time in preschool now than a decade ago, but not all of them get educational programs of the same quality. This brief explores how to put new classroom curricula in place across multiple schools to bolster classroom quality, instructional practices, and children’s skills.
What We Know and What We Are Learning
MDRC is leading several studies that measure the quality of early childhood education classrooms in innovative ways. This policy brief focuses on instructional quality, highlighting promising practices that seek to promote school readiness and sustained academic success among low-income children.
Facilitating Dialogue Between Parents Using Principles of Procedural Justice
The Procedural Justice-Informed Alternatives to Contempt (PJAC) project integrates procedural justice (the idea of fairness in processes) into enforcement at six child support agencies. This brief aimed at child support practitioners and administrators describes the component of the PJAC model in which a case manager facilitates a discussion between parents.
How Place-Based Employment Programs like Jobs Plus Can Help During the COVID-19 Pandemic
Employment programs situated within public housing developments are facing multiple challenges due to the COVID-19 pandemic. With routine operations disrupted by shelter-in-place orders, programs like Jobs Plus can find creative ways to keep their doors open and their clients engaged.
Assessing Higher Achievement’s Out-of-School Expansion Efforts
The intensive program for middle school students was successfully replicated in three new cities, significantly improving grades after two years. The findings suggest that Higher Achievement could be a model nationwide to help close the learning gap between children born into poverty and their middle-class peers.
Higher Achievement, which serves fifth- through eighth-graders, is an effective after-school and summer program that improved middle school students’ math and reading test scores and the academic quality of many students’ high schools. These short-term gains did not translate into impacts on the types of colleges that students attended.
Semistructured interviews involve an interviewer asking some prespecified, open-ended questions, with follow-up questions based on what the interviewee has to say. This Reflections on Methodology post describes a semistructured interview protocol recently used to explore how children who experience poverty perceive their situations, their economic status, and public benefit programs.
Characteristics of Parents Enrolled in the Procedural Justice-Informed Alternatives to Contempt Demonstration
The Procedural Justice-Informed Alternatives to Contempt (PJAC) project integrates procedural justice principles (the idea of fairness in processes) into enforcement at six child support agencies. This brief describes the parents in the PJAC study sample and what led them to the point of being in contempt of court for nonpayment.