In the Innovative Professional Development (iPD) Challenge, the Bill & Melinda Gates Foundation is helping school districts redesign their teacher professional development systems to better support teachers in increasing student success. This Issue Focus introduces the iPD Challenge and presents some early findings from MDRC’s study of it.
Exploratory Findings from the Head Start CARES Demonstration
This report suggests that evidence-based approaches can improve 3-year-olds’ social-emotional competence in mixed-age preschool classrooms. While the findings are promising, further research is needed to confirm the results and to better understand how these benefits are generated.
The First Year of Implementing Diplomas Now
Three national organizations formed Diplomas Now in an effort to transform urban secondary schools so fewer students drop out. This report introduces Diplomas Now and the associated evaluation, shares first-year implementation fidelity findings, and discusses collaboration among the Diplomas Now partners and between those partners and schools.
This report provides recommendations for an evaluation of coaching that may impact teacher and classroom practices in Head Start and other early childhood settings — including about the research questions; the design of the impact study, implementation research, and cost analysis; and logistical challenges for carrying out the design.
The Importance of Evidence
In this essay, adapted from remarks made to the Growth Philanthropy Network/Social Impact Exchange 2014 Conference on Scaling Impact, MDRC President Gordon Berlin explains why developing reliable evidence of effectiveness is critical when expanding programs to a large scale.
Design Options for an Evaluation of Head Start Coaching
Using a study of coaching in Head Start as an example, this report reviews potential experimental design options that get inside the “black box” of social interventions by estimating the effects of individual components. It concludes that factorial designs are usually most appropriate.
National Evaluation of Three Approaches to Improving Preschoolers’ Social and Emotional Competence
This demonstration tested the effectiveness of three program enhancements implemented at scale that were designed to improve preschool children’s social-emotional competence. All three had positive impacts on teacher practice and on children’s social-emotional outcomes during the preschool year, although to varying degrees and not necessarily in the expected ways.
Adapting a Preschool Social-Emotional Curriculum
In this study, an existing evidence-based curriculum was adapted for use with a special population by focusing on structural, cultural, and language issues. The findings indicate that adaptations can account for a specific population’s needs while staying true to the core principles and components of the program.
Educational Challenges and MDRC’s Research
MDRC hosted a recent colloquium to celebrate our 40th anniversary and the contributions of former Board Chair Robert Solow. This issue focus summarizes a panel presentation, featuring Frank Levy, Richard J. Murnane, Cecilia E. Rouse, and Ronald F. Ferguson, about current challenges in education and how MDRC’s research can help address them.
MDRC’s Portfolio in Early Childhood Education
Today, leaders from across the political spectrum are calling for new investments in early childhood education. But many important questions remain about how to make the most of the promise of preschool and related interventions. MDRC’s portfolio of research and demonstration projects is tackling some of the biggest ones.