April, 2011
Pei Zhu, Robin Tepper Jacob, Howard Bloom, Zeyu Xu

This paper provides practical guidance for researchers who are designing and analyzing studies that randomize schools — which comprise three levels of clustering (students in classrooms in schools) — to measure intervention effects on student academic outcomes when information on the middle level (classrooms) is missing.


Interim Findings from Chicago’s New Communities Program

February, 2010
David M. Greenberg, Nandita Verma, Keri-Nicole Dillman, Robert Chaskin

A 10-year, $47 million MacArthur Foundation initiative, the New Communities Program was developed and is managed by the Local Initiatives Support Corporation of Chicago. This interim report focuses on the roll out of this comprehensive neighborhood improvement initiative and its early implementation years, examining community conditions, how local groups worked together, and the more than 700 projects supported through 2008.


Findings from the Employment Retention and Advancement Project

January, 2011

This 12-page practitioner brief examines the work, education, and training patterns of single parents in the national Employment Retention and Advancement Project, which evaluated strategies to promote employment stability among low-income workers. The findings support other research in underscoring the importance of changing jobs and of access to “good” jobs as strategies to help low-wage workers advance.


Improving Classroom Practices in Head Start Settings

February, 2012
Chrishana M. Lloyd, Emily L. Modlin

This report offers lessons about using coaches to help teachers carry out a program for improving pre-kindergarteners’ social and emotional readiness for school. It addresses selection of the coaching model; coach hiring, training, support, and supervision; coaching processes; and program management, data, and quality assurance.


Implications for High School Reform
A Commentary from Chicago

April, 2006
Melissa Roderick

In this paper, prepared for MDRC’s 2005 high school reform conference, Melissa Roderick, Co-Director of the Consortium on Chicago School Research, contends that the primary goal of high school reform should be to close the gap between the high aspirations of minority and low-income public high school students — most of whom want to go to college — and the low numbers who graduate with the skills they need.