Professional Development/ Teacher Training

Too often, elementary school students lack the behavioral and social skills necessary to focus on academics and achieve in school. Without proper support, teachers inevitably spend far too much time managing their students’ behavior and too little time actually teaching.

Issue Focus

MDRC’s Portfolio in Early Childhood Education

March, 2014

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.

 

Report

Large-Scale Implementation of Programs to Improve Children’s Social-Emotional Competence

December, 2013
Shira Kolnik Mattera, Chrishana M. Lloyd, Michael Fishman, Michael Bangser

This report describes the extent to which three different classroom-based social-emotional strategies and related professional development supports were implemented as intended in Head Start centers, as well as the degree to which teachers’ practices changed as a result.

Making Pre-K Count is the result of a partnership between MDRC and the Robin Hood Foundation whose goal is to build evidence about ways to improve the life trajectories of children living in poverty in New York City. The partnership’s first project focuses on improving preschool children’s math skills.

Brief
March, 2013

Urban high schools are in trouble — high dropout rates, low student achievement, and graduates who are unprepared for the world of work are just some of the disappointing indicators. However, this policy memo, part of our “Looking Forward” series, explains how recent research has uncovered a number of approaches to improving student outcomes and reforming underperforming schools.

Report

Final Impact and Implementation Findings from the Foundations of Learning Demonstration in Newark and Chicago

January, 2013
Pamela Morris, Chrishana M. Lloyd, Megan Millenky, Nicole Leacock, Cybele Raver, Michael Bangser

Intensive professional development and in-class support for preschool teachers produced more positive teacher-student interactions, more effective management of challenging behaviors, less problem behavior, higher engagement in learning, and more instruction time. However, there was no clear effect on short-term academic achievement, and the long-term effects on children remain uncertain.

Report

Report on Program Impacts, Program Fidelity, and Contrast

December, 2012
William Corrin, James J. Lindsay, Marie-Andrée Somers, Nathan E. Myers, Coby V. Meyers, Christopher A. Condon, Janell K. Smith

The Content Literacy Continuum combines whole-school and targeted approaches to supporting student literacy and content learning, using instructional routines and learning strategies. This report describes implementation and impact findings from a random assignment study involving 33 high schools in nine school districts.

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