This report presents 30-month impact results from a random assignment evaluation of the Young Adult Internship Program (YAIP), a subsidized employment program for young people in New York City who have become disconnected from school and work. Operated by various provider agencies, YAIP offers disconnected young people between the ages of 16 and…

Teacher stress is at an all-time high, negatively impacting the quality of education and student outcomes. In recent years, mindfulness-based interventions have been shown to promote wellbeing and reduce stress among healthy adults. In particular, mindfulness-based interventions enhance emotion regulation and reduce psychological distress. One…

In the context of a persistent achievement lag among low-income children despite substantial investments in early education, policymakers and practitioners continue to seek ways to improve the quality of children's preschool experiences. The Making Pre-K Count study addresses whether strengthening prekindergarten (pre-K) instruction in math,…

There is limited robust evidence of the effectiveness of professional development (PD) on teacher retention. This study tested The Academy for Teachers' PD program, a content-focused intensive workshop with complementary events. This program is designed to impact teacher retention, support integration of material into the classroom and teacher…

Family Rewards was an innovative approach to poverty reduction in the United States that was modeled on the conditional cash transfer (CCT) programs common in lower- and middle-income countries. The program offered cash assistance to low-income families, provided that they met certain conditions related to family health care, children's education,…

In response to strikingly low completion rates in public 2-year colleges, including for students who are well-prepared academically, most community colleges across the country offer student success courses as one approach to improving outcomes for students. Some colleges have begun to revise these courses in response to research indicating that…

The purpose of this study was to examine the impact of the Everyday Arts for Special Education (EASE) program on elementary special education students' academic achievement (reading and math) and social-emotional learning. EASE was a 5-year program providing professional development and instruction in the arts in 10 New York City special education…

Research Findings: Effects on children's school readiness were evaluated for 2 interventions focused on improving teacher-student interactions (coursework, coaching) implemented sequentially across 2 years. Teachers from public prekindergarten programs in 10 locations were assigned randomly to treatment or control conditions in each year.…

U.S. social programs, set up to address important problems, often fall short by funding specific models/strategies ("interventions") that are not effective. When evaluated in scientifically-rigorous studies, social interventions in K-12 education, job training, crime prevention, and other areas are frequently found ineffective or…

A DESCRIPTIVE EVALUATION HAS BEEN MADE OF A NEW YORK CITY COOPERATIVE PROGRAM TO MOTIVATE POTENTIAL DROPOUTS AND TO PROVIDE THEM WITH SUPERVISED, PAID EMPLOYMENT AS AN INTEGRAL PART OF THEIR HIGH SCHOOL EXPERIENCE. THE BASIC STUDY SAMPLE WAS CONFINED TO GROUPS, BOYS AND GIRLS, IN FOUR PREDOMINANTLY NEGRO-PUERTO RICAN HIGH SCHOOLS IN NEW YORK CITY.…

THIS SHORT-TERM EVALUATION OF THE MORE EFFECTIVE SCHOOLS (MES) PROGRAM IN 21 NEW YORK CITY PUBLIC ELEMENTARY SCHOOLS ASSESSED THE MES INSTRUCTIONAL PROGRAM AND ITS IMPACT ON THE STUDENTS. DATA WERE GATHERED FROM (1) OBSERVATIONAL VISITS TO CLASSROOMS BY TWO-MEMBER TEAMS OF EDUCATORS AND SOCIAL SCIENTISTS, (2) STRUCTURED INTERVIEWS WITH…

IN THIS REPORT THE UNITED FEDERATION OF TEACHERS (UFT) ANALYZES SPECIFIC DATA FROM THE CENTER FOR URBAN EDUCATION'S (CUE) NEGATIVE EVALUATION OF NEW YORK CITY'S MORE EFFECTIVE SCHOOLS (MES) PROGRAM AND CHARGES THAT CUE'S CONCLUSIONS ARE INVALID. THE UFT MAINTAINS THAT SINCE 18 OF THE 21 MES WERE FORMER SPECIAL SERVICE (SS) SCHOOLS, CUE SHOULD HAVE…

A SAMPLE OF 236 FORMER MENTAL PATIENTS WAS DIVIDED INTO (1) AN EXPERIMENTAL GROUP OF 111 CLIENTS WHO RECEIVED FROM 6 TO 12 MONTHS OF AN INTENSIVE AND GRADED SERIES OF VOCATIONAL EXPERIENCES, WITH SUPPORTING PERSONAL AND THERAPEUTIC SERVICES, (2) A CONTROL GROUP OF 40, AND (3) TWO COMPARISON GROUPS OF 63 AND 40 CLIENTS. SOME PURPOSES OF THE STUDY…

This is the report of a demonstration tutorial project which was conducted in New York City as part of the Mobilization for Youth program. Eleven tutorial centers were established in neighborhood elementary schools, and 240 students from local academic and vocational high schools were hired to tutor 544 fourth- and fifth-grade pupils. Each center…

THIS REPORT IS AN EVALUATION OF A PROGRAM WHICH PAIRED STUDENTS FROM TWO "SLOW" SECOND-GRADE CLASSES IN A HARLEM ELEMENTARY SCHOOL WITH STUDENTS IN TWO HIGH ACHIEVEMENT FIFTH-GRADE CLASSES. THESE PUPILS LUNCHED TOGETHER WEEKLY AND PLAYED TOGETHER AFTERWARD. ONCE A WEEK THEY MET FOR DIRECTED CLASSROOM ACTIVITIES. ALSO THEY WENT ON SCHOOL…