This paper analyzes variation in the medium-term effects of the oversubscribed Boston Public Schools prekindergarten program. Prekindergarten gains persisted if kids applied to and won a seat in a higher-quality elementary school.
This research report evaluates tools for assessing skills that are important predictors of the reading gap that may emerge in later years. It reviews the measures on a set of logistical and psychometric criteria relevant for three purposes: identifying delays; measuring individual differences and change; and informing teaching and learning.
What Do We Know and What Are We Learning?
There is growing evidence that alignment between preschool and elementary school can help sustain the learning gains that children make in preschool. A new policy brief examines two large-scale, multiyear projects seeking to build rigorous evidence about the promise of aligning instruction from preschool through third grade.
Engagement in New York City’s Kindergarten Application
Parents applying to kindergarten today must follow multiple steps. Identifying families who do not apply can help a school system improve its application process and can help it target families who need support. MDRC partnered with the New York City Department of Education to conduct this sort of diagnosis.
The Experience of a New Program for Young People Involved in the Juvenile Justice System
STRIVE International engaged MDRC to help the organization improve a new program model aimed at increasing educational attainment and employment of young adults involved in the juvenile justice system. This Issue Focus describes the partnership and offers advice to organizations implementing new programs on how to build evidence of effectiveness.
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.
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.
Introducing ExCEL P-3, a Study from the Expanding Children’s Early Learning Network
The ExCEL Network, a collaboration of researchers, preschool providers, and local officials, is exploring how benefits of early childhood interventions persist. The ExCEL P-3 project examines whether one preschool program, reinforced by a system-wide alignment of instruction into elementary school, has impacts on a range of skills through third grade.
Building a School Choice Architecture
As school choice systems expand, district enrollment offices are striving to make the choice process accessible and clear for families. This practitioner brief offers lessons for supporting families through the sequence of decisions involved as they engage in the process, search for information, and compare and select schools.