No universal guideline exists for judging the practical importance of a standardized effect size, a measure of the magnitude of an intervention’s effects. This working paper argues that effect sizes should be interpreted using empirical benchmarks — and presents three types in the context of education research.
This “snapshot,” published by the National High School Center, explains how Thomas A. Edison High School in Philadelphia implemented a Ninth-Grade Success Academy.
This policy brief, published by the National High School Center, focuses on five key challenges that states, districts, and schools should address to support a successful transition into high school.
This issue brief, published by the National High School Center, suggests that transitions into high school can be eased when both structural and specialized curricula reforms are in place.
How Welfare and Work Policies Influence Parents’ Decisions
Congressional deliberations on the future of welfare reform have reopened a debate about whether current child care assistance programs adequately support employment among low-income working parents while also fostering their children’s development. Issues at the forefront of this debate are explored in this timely new policy brief.