This resource provides educators, school district leaders, researchers, and funders a set of measures and approaches to assess the extent that math instruction and interventions change what students know and how they feel about math, as well as how they use math outside of the classroom.
This report provides information for administrators in local education agencies who are considering early warning systems to identify at-risk students.
This brief examines the various components of institutional readiness to serve adult learners, highlights the ways that state and institutional actors can work together to support such readiness, and describes institutions’ perceptions of the state role.
This issue brief summarizes instructional skills and practices that support improvements in student writing for students in grades 6-12. The findings and conclusions presented are based on an academic literature scan that Mathematica conducted in partnership with teacher development experts.
In this report, Mathematica researchers share evidence from an implementation study about the Lumina Foundation’s Adult Promise initiative. The initiative provided multiyear state grants to support adult learners complete postsecondary education programs.
Pittsburgh Public Schools (PPS), the Propel Schools charter network, and the Allegheny County Department of Human Services (DHS) want to better identify students at risk for academic problems in the near term.
The study team collected and linked five academic years of student-level administrative data from Pittsburgh Public Schools (PPS), Propel Schools, and the Allegheny County Department of Human Services (DHS).
This report provides information for administrators, researchers, and student support staff in local education agencies who are interested in identifying students who are likely to have near-term academic problems such as absenteeism, suspensions, poor grades, and low performance on state tests.
In this issue brief, Mathematica researchers share findings from an evaluation of Lumina Foundation’s Adult Promise grants, which were awarded to 12 states to develop and implement programs that support adult students working to complete postsecondary education programs.
The authors analyze changes in financial aid and student enrollment at historically Black colleges and universities (HBCUs) that occurred after the U.S. Department of Education increased the credit history requirements necessary to obtain Parent Loans for Undergraduate Students (PLUS).
This study discusses outcomes and impacts of the Leveraging, Integrating, Networking, Coordinating Supplies (LINCS) program on students’ employment and earnings.