Success Academy is a rapidly expanding charter school network in New York City. In this paper, MDRC uses lotteries for the seven Success Academy schools operating during the 2010-2011 school year to estimate the difference in students’ academic achievement caused by Success Academy.
How a District Might Find a Program That Meets Local Needs
For school districts striving to meet both ESSA requirements and specific educational needs, this infographic shows how evidence can guide decisions. The evaluation of Reading Partners, a one-on-one volunteer tutoring program, serves as an example.
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 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 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.
Context, Components, and Initial Impacts on Students’ Performance and Attendance
During the first three years of implementation in six urban schools, The Talent Development Middle School model—an ongoing, whole-school reform initiative—had a positive impact on math achievement for eighth-graders but appeared to produce no systematic improvement in outcomes for seventh-graders.