Relying on 427 classroom observations conducted over a three-year period, this study traces changes in teachers’ instructional practices in the First Things First schools.
New Directions in Evaluations of American Welfare-to-Work and Employment Initiatives
Methodological Lessons from an Evaluation of Accelerated Schools
The Effects of Program Management and Services, Economic Environment, and Client Characteristics
Planning for the Jobs-Plus Demonstration
Statistical Implications for the Evaluation of Education Programs