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Academic language skills are critical for reading and understanding content for all students, and particularly for English learners and students from economically disadvantaged backgrounds. This study investigated WordGen Elementary, a program designed to improve fourth- and fifth-grade students’ ability to understand and communicate academic language and their general reading skill.
Today’s early education assessment tools fail to capture the complexity of skills in children who are dual language learners (DLLs). In this blog post originally published by New America, Emily Hanno describes three principles that researchers and practitioners believe are important when developing accurate, actionable, and equitable assessment tools for DLLs.
In this commentary originally published by the Fordham Institute, Meghan McCormick explains why it is critical to strengthen existing early education assessments in order to build better evidence on the impacts of preschool on children.
In this blog post originally published by New America, a diverse group of pre-K parents from around the country share their experiences with early learning assessments in childcare, pre-K, and Head Start settings.
Customer Journey Mapping as a Tool to Identify Barriers to Program Participation
To identify ways to bolster participation in fatherhood programs, the Strengthening the Implementation of Responsible Fatherhood Programs project used “customer journey mapping,” a process that focuses on the needs and goals of participants. This document describes and illustrates each of five steps in the mapping process.
Results of a Qualitative Study Exploring the Perspectives of Children and Their Parents
Some 10.5 million children in this country live in poverty, yet little is known about how they and their families view their daily experiences of poverty. In this report, children, adolescents, and their parents who participate in social safety net programs discuss their perceptions of poverty, wealth, and economic inequality.
In this blog post originally published by New America, seven pre-K leaders—including center directors and principals—share their perspectives about how to make early education assessments more useful, equitable, and effective.
This blog post looks at how community colleges participating in MDRC’s Scaling Up College Completion Efforts for Student Success (SUCCESS) project use data-driven program management to keep tabs on key performance measures in real time and then act when those measures aren’t moving in the right direction.
Families’ Stories from the Early Months of the COVID-19 Pandemic
This report describes how the early months of the COVID-19 pandemic affected the economic circumstances and emotional well-being of a small sample of families with younger children and low incomes. It adds meaningful context to the nationally reported aggregate statistics about the pandemic and its effects on families and children.
Lessons from Employers and Schools in NYC’s Original P-TECH Grades 9-14 Schools
New York City P-TECH Grades 9-14 schools partner directly with employers to provide work-based learning experiences for students, including internships, mentoring, and job shadowing, that align with the career and technical education curricula the schools offer. This brief describes four important strategies for forming and maintaining productive partnerships.
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