The Transition to ESSA: State and District Approaches to Implementing Title I and Title II-A in 2017–18

This report provides a brief look at the transition toward Every Student Succeeds Act (ESSA), as the foundation for an ongoing assessment of how the law is being carried out.

Tips for Supporting Elementary Writing Skills at Home

This tip sheet, based on the What Works Clearinghouse (WWC) practice guide, helps parents improve their elementary school children's writing skills at home through activities like writing stories, reviewing movies, and describing things around them.

Using Kindergarten Entry Assessments to Measure Whether Philadelphia’s Students Are On-Track for Reading Proficiently

The purpose of this study was to identify an indicator that the School District of Philadelphia (SDP) could use to measure the percentage of entering kindergarteners who are on-track to read on grade level by the end of grade 3.

Using Research and Evaluation to Support Programs that Promote Parents' Economic Security and Children's Well-Being

This brief describes a continuum of research and evaluation that could help program leaders and staff create more robust programs offering coordinated services to low-income parents and their children.

Exploration of Integrated Approaches to Supporting Child Development and Improving Family Economic Security

This report provides policymakers and program administrators with information to better understand programs designed to help families achieve economic security and support children’s development.

Conceptual Frameworks for Intentional Approaches to Improving Economic Security and Child Well-Being

This brief describes two conceptual frameworks that have the potential to expand our understanding of programs that aim to meet the needs of low-income parents and children through intentionally combined activities and approaches.

Analysis of Data on Youth with Child Welfare Involvement at Risk of Homelessness (Issue Brief)

This brief discusses the data strategy associated with the The Framework to End Youth Homelessness: A Resource Text for Dialogue and Action (USICH, 2013) (hereafter referred to as the “Framework”) and how the strategy was implemented by YARH Phase I grantees.

Implementation of Title I and Title II-A Program Initiatives: Results from 2013-14 (Executive summary)

This report uses survey responses from states, districts, principals, and teachers to examine the implementation of Titles I and II of federal K-12 education policy across the country in spring 2014.

Implementation of Title I and Title II-A Program Initiatives: Results From 2013–14

This report uses survey responses from states, districts, principals, and teachers to examine the implementation of Titles I and II of federal K-12 education policy across the country in spring 2014.

Measuring Principals' Effectiveness: Results from New Jersey's First Year of Statewide Principal Evaluation

This report examines the principal evaluation measures used in the first year of statewide implementation of New Jersey’s principal evaluation system.

The USICH Youth Data Strategy in Action: Analysis of Data on Youth with Child Welfare Involvement at Risk of Homelessness (Presentation)

Measuring Principals' Effectiveness: Results from New Jersey's Principal Evaluation Pilot

New Jersey’s principal evaluation pilot, which took place in 14 diverse school districts in 2012/13, provides information on the extent to which measures to evaluate principals fairly and accurately differentiate principal performance.

RPG Cross-Site Evaluation and Technical Assistance: First Annual Report

Mathematica is designing and conducting a cross-site evaluation of the Congressionally authorized Regional Partnership Grants (RPG) program, and providing evaluation technical assistance to the partnerships to conduct their own independent evaluations.

The Quality Rating and Improvement System (QRIS) Evaluation Toolkit

This toolkit is an informational resource for state administrators, child care and early education practitioners, and other stakeholders on how QRISs work, how to plan and design QRIS evaluations, and why such evaluations are important.

A Year in Head Start: Children, Families and Programs

Using data from FACES 2006, this report profiles the 3- and 4-year-old Head Start children and families newly enrolled in fall 2006 and still attending in spring 2007.

Supporting Quality in Home-Based Child Care Initiative: Design and Evaluation Options

This report describes strategies for supporting quality in home-based child care settings as well as considerations for decision-making and ongoing evaluation.

The Chicago Program Evaluation Project: A Picture of Early Childhood Programs, Teachers, and Preschool-Age Children in Chicago

This project describes 4-year-old children attending Chicago’s early childhood education programs in fall 2006, characteristics of teachers and educational environments in the classrooms, and developmental progress children made during the 2006-2007 preschool year.

National Evaluation of Early Reading First

The Early Reading First program provided grants that were designed to enhance teacher practices, instructional content, and classroom environments in preschools to ensure that young children, especially those from low-income families, start school with the skills needed for academic success.

The Role of Early Head Start Programs in Addressing the Child Care Needs of Low-Income Families with Infants and Toddlers: Influences on Child Care Use and Quality

Mathematica collected data on child care settings used by program and control group families when children were 14, 24, and 36 months of age.

Welfare-to-Work Transitions for Parents of Infants: In-Depth Study of Eight Communities