The purpose of this report was to investigate the feasibility of constructing a school-level measure of students' academic growth from kindergarten to grade 3 and to assess the validity and precision of that measure.
This brief describes early learning and development programs' ratings in tiered quality rating and improvement systems (TQRIS) in the nine states that received Round 1 Race to the Top―Early Learning Challenge (RTT-ELC) grants.
This brief describes states’ progress in developing and implementing systems that rate early childhood education programs on quality and help them improve.
This report describes states’ progress in developing and implementing systems that rate early childhood education programs on quality and help them improve. It focuses on the nine states that received the Round 1 Race to the Top-Early Learning Challenge grants.
This brief summarizes findings from a new report from Mathematica’s multiyear evaluation of School Improvement Grants (SIG) for the Department of Education’s Institute of Education Sciences. It describes the practices schools used and examines the impact of SIG on student achievement.
This executive summary describes key findings from a report from Mathematica’s multiyear evaluation of School Improvement Grants (SIG) for the Department of Education’s Institute of Education Sciences. It describes the practices schools used and examines the impact of SIG on student achievement.
This report summarizes findings from Mathematica’s multiyear evaluation of School Improvement Grants (SIG) for the Department of Education’s Institute of Education Sciences. It describes the practices schools used and examines the impact of SIG on student achievement.
This report summarizes findings from Mathematica’s multiyear evaluation of Race to the Top (RTT) for the Department of Education’s Institute of Education Sciences.
This brief summarizes findings from a new report from Mathematica’s multiyear evaluation of Race to the Top (RTT) for the Department of Education’s Institute of Education Sciences.
This executive summary describes key findings from a report from Mathematica’s multiyear evaluation of Race to the Top (RTT) for the Department of Education’s Institute of Education Sciences.
This brief summarizes findings from a new report from Mathematica’s multi-year evaluation of Race to the Top (RTT) for the Department of Education’s Institute of Education Sciences. It describes the policies and practices states reported using in spring 2012.
This brief summarizes findings from a new report from Mathematica’s multi-year evaluation of School Improvement Grants (SIG) for the Department of Education’s Institute of Education Sciences. It describes the practices schools reported using in spring 2012.
This report summarizes findings from Mathematica’s multi-year evaluation of School Improvement Grants (SIG) for the Department of Education’s Institute of Education Sciences. It describes the practices schools reported using in spring 2012.
This report summarizes findings from Mathematica’s multi-year evaluation of Race to the Top (RTT) for the Department of Education’s Institute of Education Sciences. It describes the policies and practices states reported using in spring 2012.
This issue brief from Mathematica’s multi-year evaluation of SIG for the U.S. Department of Education, Institute of Education Sciences, sheds light on which individual SIG practices (and what combinations of practices) low-performing schools adopted.
This issue brief from Mathematica’s multi-year evaluation of SIG for the U.S. Department of Education, Institute of Education Sciences, sheds light on which individual SIG practices (and what combinations of practices) low-performing schools adopted.
One of the modifications of the Elementary and Secondary Education Act (known as the No Child Left Behind Act) gave parents of low-income students in low-performing schools a choice of Supplemental Educational Services (SEdS).
A study conducted for the U.S. Department of Agriculture's Food and Nutrition Service evaluated pilot demonstrations designed to facilitate access by the elderly or working poor to the Supplemental Nutrition Assistance Program (SNAP).
A 2013 study, Measuring the Effect of Supplemental Nutrition Assistance Program (SNAP) Participation on Food Security, found that participating in SNAP for 6 months was associated with a decrease in food insecurity by about 5 to 10 percentage points, including households with food insecurity among children.
SNAP Food Security was the largest survey of food security and food spending among SNAP participants to date, with 9,811 households interviewed in 30 states.
In a study conducted for the U.S. Department of Agriculture's Food and Nutrition Service, findings from the fourth School Nutrition Dietary Assessment (SNDA-IV) reveal that schools have made substantial progress toward meeting the federal standard for saturated fat in school lunches.
Using data from four previously published education studies, this working paper finds that a study using a regression discontinuity design needs between 9 and 17 times as many schools or students as a randomized controlled trial to produce an impact with the same level of statistical precision.
As part of No Child Left Behind, parents of low-income students in low-performing schools are offered Supplemental Educational Services (SES) for their children. These academic supports, such as extra tutoring or group sessions, take place outside the regular school day.
This paper compares the precision gains from adjusting impact estimates for student-level pretest scores (which can be costly to collect) with the gains associated with using publically available school-level proficiency data (available at low cost), using data from five large-scale randomized control...
This report describes exploratory work to develop a simulation model to predict the potential effects of changes in policies and practices related to school meals and school food environments.