Texas

Report

Changing School Practices During the Second Year of Diplomas Now

May, 2015
Susan Sepanik, William Corrin, David Roy, Aracelis Gray, Felix Fernandez, Ashley Briggs, Kathleen K. Wang

Diplomas Now, a partnership of three national organizations, aims to increase graduation rates in high-risk schools, targeting support to students who need it most. This second report finds that Diplomas Now schools are differentiating themselves from comparable schools in their implementation of structural and instructional reforms.

Report

Early Findings from the New Mathways Project

April, 2015

Developmental math is too often an obstacle to community college students’ success. By shifting the emphasis from “algebra for all” to math skills with broader career relevance — such as quantitative literacy and statistics — and revising course structure and sequence, this Texas-wide education reform is off to a promising start.

Issue Focus

A Summary of Impact and Implementation Findings from Head Start CARES

April, 2015

This two-page issue focus summarizes the main findings from Head Start CARES, a test of three distinct classroom-based approaches to enhancing children’s social-emotional development: Incredible Years Teacher Training Program, Preschool PATHS (Promoting Alternative Thinking Strategies), and Tools of the Mind–Play.

Report

Implementation, Impacts, and Costs of the Reading Partners Program

March, 2015
Robin Tepper Jacob, Catherine Armstrong, Jacklyn Willard

One-on-one tutoring by volunteers improves the reading proficiency of struggling second- to fifth-graders, according to MDRC’s random assignment study. As a program staffed mostly by volunteers, Reading Partners is substantially less costly than other supplemental reading services typically offered to struggling readers.

Report

Exploratory Findings from the Head Start CARES Demonstration

December, 2014
JoAnn Hsueh, Amy Lowenstein, Pamela Morris, Shira Kolnik Mattera, Michael Bangser

This report suggests that evidence-based approaches can improve 3-year-olds’ social-emotional competence in mixed-age preschool classrooms. While the findings are promising, further research is needed to confirm the results and to better understand how these benefits are generated.

Report

Using Behavioral Economics to Help Incarcerated Parents Apply for Child Support Order Modifications

September, 2014
Mary Farrell, Caitlin Anzelone, Dan Cullinan, Jessica Wille

A low-cost behavioral intervention increased by 11 percentage points the proportion of incarcerated noncustodial parents in Texas who applied for modifications to reduce the amount of their child support orders. This test is part of the Behavioral Interventions to Advance Self-Sufficiency project, sponsored by the federal Administration for Children and Families.

Report

The First Year of Implementing Diplomas Now

August, 2014
William Corrin, Susan Sepanik, Aracelis Gray, Felix Fernandez, Ashley Briggs, Kathleen K. Wang

Three national organizations formed Diplomas Now in an effort to transform urban secondary schools so fewer students drop out. This report introduces Diplomas Now and the associated evaluation, shares first-year implementation fidelity findings, and discusses collaboration among the Diplomas Now partners and between those partners and schools.

Report

The Success for All Model of School Reform

July, 2014

Success for All, a whole-school reading reform, received a federal Investing in Innovation (i3) scale-up grant in 2010 to expand to additional elementary schools. This report examines the program’s implementation and the impacts in 2012-2013, the second year of operation, on early reading skills.

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