The transition to adulthood for youth with disabilities, particularly youth receiving disability program benefits, can be especially challenging. The Youth Transition Demonstration, led by Mathematica Policy Research, MDRC, and TransCen, Inc., is developing and evaluating six promising strategies to help youth with disabilities become as economically self-sufficient as possible as they transition from school to work.
Findings from an Evaluation of the Formative Assessments of Student Thinking in Reading (FAST-R) Program in Boston Elementary Schools
This report contains findings from an evaluation of a program in the Boston Public Schools that seeks to improve reading instruction and student learning through one type of data-driven instruction. The program provides teachers with formative assessments that they can use to measure what students do and do not know, along with professional development on how to understand and use the data generated by those assessments. The study looks at FAST-R’s effects on reading scores among third- and fourth-graders.
This MDRC working paper on research methodology explores two complementary approaches to developing empirical benchmarks for achievement effect sizes in educational interventions.
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.
This issue brief, published by the National High School Center, highlights lessons from selected policies and programs designed to improve students’ preparation for life after high school.
This MDRC working paper on research methodology provides practical guidance for researchers who are designing studies that randomize groups to measure the impacts of interventions on children.
This report, written by Abt Associates and MDRC and published by the U.S. Department of Education’s Institute of Education Sciences, finds that Reading First increased the amount of time that teachers spent on the five essential components of reading instruction, as defined by the National Reading Panel. While Reading First did not improve students’ reading comprehension on average, there are some indications that some sites had impacts on both instruction and reading comprehension. An overview puts these interim findings in context.