Teacher induction programs are designed to support new teachers and reduce teacher turnover. Comprehensive teacher induction, however, goes beyond traditional induction by relying on carefully selected and trained full-time mentors and also includes an intensive curriculum involving instructional support and professional development, opportunities to observe experienced teachers, and assessment tools for teachers that permit ongoing evaluation of practice and constructive feedback. Findings from the second year of Mathematica’s national evaluation show that compared to business-as-usual induction programs, comprehensive induction did not lead to measurable improvements in student test scores, percentage of teachers remaining in their district or in the profession, or in qualifications of the teachers who were retained. This was true whether induction programs were delivered as one-year or two-year programs.

Comprehensive teacher induction provides novice teachers with carefully selected and trained full-time mentors, as well as a curriculum of intensive and structured support. This report presents the first round of results from a large-scale randomized controlled study of the effects of two comprehensive teacher induction programs. Intensive mentoring and professional development for teachers just entering the profession did not increase teacher retention or generate any significant improvements in classroom practices or student achievement during the first year of teaching.

In recent years, researchers have argued that the shortage of highly qualified teachers in poor school districts may have less to do with attracting new teachers than with retaining them. To provide the scientific evidence that will support sound decisions about teacher induction, Mathematica is examining whether high-intensity teacher induction programs lead to higher retention rates and other positive teacher and student outcomes. This report lays out the study design in detail, documenting the process for building the sample of districts, schools, and students, and for conducting random assignment. In addition, it describes the data collection and analysis plans.

Every year, thousands of new teachers pass through hundreds of different teacher preparation programs and are hired to teach in the nation’s schools. In recent years, alternative programs have expanded rapidly. Despite the expansion of these new routes into teaching, little research exists to provide guidance on the effectiveness of different teacher training strategies. This report presents the design for Mathematica’s evaluation of these issues.

The initial findings from a one-year followup of 2,310 students participating in an evaluation of four abstinence-only education programs show that youth who participated in the programs were more supportive of abstinence than those who were not exposed to the programs. The evidence on whether programs raised expectations to abstain is less clear. Although there has been a great deal of speculation, both pro and con, about the effectiveness of abstinence-only education, this offers the most solid empirical evidence to date.

The PBS Ready To Learn Television Service supports the development of children’s educational television programs and online resources, and annually provides more than 9,000 workshops for 160,000 parents and early childhood educators. This impact report from our five-year evaluation reviews the content and quality of 85 observed workshops and the characteristics of parents and educators in the study. It also examines the impacts of attending a workshop on parents, educators, and children in their care. Researchers found that a few outcomes were affected by workshop participation--PBS co-viewing during the follow-up periods, Learning Triangle behaviors (for example, viewing a television program, reading a related book, and doing a related activity with children), and visiting PBS websites. Overall, reported impacts were modest, and impacts on adult behaviors did not translate into impacts on children of parents in the study.

Reports on the first state survey to collect comprehensive data on attitudes, behaviors, and opinions related to marriage, divorce, and marital quality. Notes that Oklahomans marry very young, about two years younger than the national average, which may be a factor in the state's high divorce rate (32% of all adults in the state have divorced, compared with 21% nationally). Also reveals that state residents value marriage and are interested in services to support stronger and healthier marriages. Although low-income families' views on marriage are less positive than those of other state residents overall, nearly three in four are receptive to relationship skills education and 88% support a statewide initiative to promote marriage and reduce divorce.

This report on program implementation notes that most of the programs studied offer much more than "just say no." In addition to delivering a clear and consistent message of abstinence until marriage, programs focus on building self-esteem, developing values, formulating goals, making decisions, avoiding risky behavior, maximizing communication, strengthening relationships, and other issues. Generally, youth like what the programs offer, although programs face challenges in addressing peer pressure and communication between parents and children. Furthermore, establishing partnerships with schools has been challenging, although many programs are successful at meeting these challenges and creating a promising school-program partnership. Also available in HTML format at http://aspe.hhs.gov/hsp/abstinence02.

This report, the third in a series tracking the progress of WFNJ clients, notes that TANF receipt continues to fall, and only 24 percent of a representative statewide sample remain on TANF three and a half years later. Furthermore, the fraction employed and off TANF increased from 34 percent in 1999 to 48 percent two years later, and incomes have also risen. Although the overall prevalence of serious hardships has declined, one in four do not have health insurance, and slightly more than one in 10 do not have enough food to eat.

Reports on the national evaluation of Title V abstinence education programs, focusing on 1) the need for scientifically rigorous research to improve future policies and practices, 2) ways in which federal support for abstinence education has changed local approaches to reducing teen sexual activity, and 3) what the national evaluation will contribute to the knowledge base.

Examines the effectiveness of paraprofessional home visitor services in strengthening outcomes for teenage parents receiving cash assistance through AFDC and participating in welfare-to-work programs. The study was based on a demonstration in three cities intended to reduce long-term welfare dependence among teenage parents, partly by helping them to delay additional pregnancies. The demonstration also sought to strengthen mothers' parenting skills and behaviors. Overall, paraprofessional home visitor services provided only modest enhancements in the outcomes of welfare-to-work programs. However, there were some significant impacts on reported rates of condom use and use of passive forms of contraception, suggesting that there might be future benefits for participants in terms of longer spacing between births.

Examines what communities in Massachusetts, Minnesota, Missouri, and Oregon have done to improve the coordination of response systems for domestic violence victims in the child support system, focusing on interagency strategies that child support and public assistance agencies use to improve this process. Finds that staff with special skills or training in dealing with domestic violence are needed; furthermore, cross-training can help agencies work with each other more effectively. Better integration of computer-based information systems across agencies can also be helpful.

Examines welfare reform in Virginia, which implemented reforms early and focused on building attachment to jobs and the economy, noting that many welfare workers believed work incentives were critical to program success and that, despite new strategies to help workers do their jobs differently, major restructuring of the welfare office was uncommon. Copies also available from Carol Baron, VA Department of Social Services, (804) 692-1874.