In some experimental evaluations of classroom- or school-level interventions, random assignment is conducted at the student level and the program is delivered at the higher level. This paper clarifies the correct causal interpretation of “program impacts” when this study design is used and discusses the implications and limitations of this research design. A real example is used to demonstrate the paper’s key points.
The Policy and Practice of Assessing and Placing Students in Developmental Education Courses
This paper reports on case studies conducted at three community colleges to learn about how the colleges assess students for placement in developmental education courses. The case studies identify several problems and challenges, including lack of consensus about the standard for college-level work, the high-stakes nature of the assessments, and the minimal relationship between assessment for placement and diagnosis for instruction.
The Role of Informal Care in the Lives of Low-Income Women and Children
Drawing on ethnographic interviews, this policy brief describes the patchwork child care arrangements made by low-income parents and discusses implications for policies that would promote the dual objectives of child well-being and parental employment.
Evidence from Random Assignment Studies of Welfare and Work Programs
Evidence from Ten Experimental Welfare-to-Work Programs
How Mothers Meet Basic Family Needs While Moving from Welfare to Work
Ethnographic Evidence from Working Poor Families in the New Hope Intervention
Patching Together Care for Children When Parents Move from Welfare to Work