Mississippi

Report

An Exploratory Analysis

January, 2006
Theresa M. Akey

This analysis of data collected in MDRC’s evaluation of the First Things First reform initiative confirms that high school students’ engagement in school and perceptions of their own academic competence influence their mathematics achievement. The study also suggests that perceived academic competence may be more influential than engagement in boosting achievement in both mathematics and reading.

Report

Three-Year Results of the National Guard Youth ChalleNGe Evaluation

June, 2011
Megan Millenky, Dan Bloom, Sara Muller-Ravett, Joseph Broadus

After three years, participants in National Guard Youth ChalleNGe, an intensive, “quasi-military” residential program for high school dropouts, are more likely than their control group counterparts to have obtained a GED or high school diploma, to have earned college credits, and to be working. Their earnings are also 20 percent higher.

Report

Early Results of the National Guard Youth ChalleNGe Program Evaluation

February, 2009
Dan Bloom, Alissa Gardenhire, Conrad Mandsager

Very early results from a random assignment evaluation of the National Guard Youth ChalleNGe Program, an intensive, “quasi-military” residential program for high school dropouts, show that the program has large impacts on high school diploma and GED attainment and positive effects on working, college-going, health, self-efficacy, and avoiding arrest.

Report

Findings from the First Implementation Year

December, 2003

Based on survey data and findings from interviews and observations, this report describes the First Things First reform initiative and its first year of implementation at seven secondary schools, with a focus on three key components: small learning communities, a family advocacy system, and instructional improvement strategies.

Report

Interim Results of the National Guard Youth ChalleNGe Evaluation

May, 2010
Megan Millenky, Dan Bloom, Colleen Dillon

Interim results from a random assignment evaluation of the National Guard Youth ChalleNGe Program, an intensive, residential program for high school dropouts, show that young people who had access to ChalleNGe were much more likely than those in the control group to have obtained a high school diploma or a General Educational Development certificate. They were also somewhat more likely to be working, in college, or enlisted in the military.

Report

Creating the Conditions and Capacity for Community-Wide Reform in an Urban School District

November, 2002
Michelle Alberti Gambone, Adena M. Klem, William P. Moore, Jean Ann Summers

Take a look inside the Kansas City, Kansas (KCK) public schools and you will find challenges facing any urban district: insufficient funding, large numbers of at-risk students, declining enrollment and teacher shortages. You will also see teachers working in teams and staying with their students for more than one year, lower ratios of students to teachers in key classes and extra time built into the day for professional development.

Report

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.

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