Maryland

Report

National Evaluation of Three Approaches to Improving Preschoolers’ Social and Emotional Competence

June, 2014
Pamela Morris, Shira Kolnik Mattera, Nina Castells, Michael Bangser, Karen Bierman, Cybele Raver

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.

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.

Economic and labor-market changes over the past three decades have dramatically reduced the availability of well-paying jobs for workers without postsecondary education. And yet one in four high school freshmen do not graduate in four years, and many who do complete high school are poorly prepared for college.

Report

A Relationship Skills Education Program for Unmarried Parents

November, 2012
Robert G. Wood, Quinn Moore, Andrew Clarkwest, Alexandra Killewald, Shannon Monahan

The Building Strong Families evaluation assessed the effects of eight programs offering a similar model of healthy relationship skills and support services to interested low-income unmarried parents around the time of the birth of a child. This report presents final results from data collected 36 months after couples enrolled in the study.

Report
December, 2012
Thomas Fraker, Peter Baird, Arif Mamun, Michelle S. Manno, John Martinez, Debbie Reed, Allison Thompkins

The Youth Transition Demonstration, led by Mathematica Policy Research, MDRC, and TransCen, Inc., is developing and evaluating strategies to help youth with disabilities transition from school to work. While participants in the Career Transition Program were more likely to have used employment-promoting services than youth in a control group, there were no impacts on work, income, or school completion.

Issue Focus
January, 2007

MDRC’s research on Career Academies, First Things First, Project GRAD, and Talent Development suggests that the twin pillars of high school reform are structural changes to improve personalization and instructional improvement.

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