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.
Related Publications for Julie Bruch
Menu of Measures: High-Quality Measures of Middle Years Math Student OutcomesMar 01, 2022
Identifying Students At Risk Using Prior Performance Versus a Machine Learning AlgorithmSep 30, 2021
This report provides information for administrators in local education agencies who are considering early warning systems to identify at-risk students.
How States and Institutions Can Work Together to Serve Adult Learners: Lessons from Adult PromiseJun 30, 2021
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.
Teacher Factors That Drive Improvement in Secondary Writing Outcomes: A Landscape AnalysisMay 04, 2021
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.
Supporting Adult Learners from Enrollment to CompletionNov 06, 2020
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.
Using Data from Schools and Child Welfare Agencies to Predict Near-Term Academic Risks, SnapshotJul 06, 2020
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.
Using Data from Schools and Child Welfare Agencies to Predict Near-Term Academic Risks, AppendixesJul 06, 2020
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).
Using Data from Schools and Child Welfare Agencies to Predict Near-Term Academic RisksJul 06, 2020
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.
Why Equity Matters for Adult College CompletionDec 13, 2019
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.
Changes in HBCU Financial Aid and Student Enrollment After the Tightening of PLUS Credit StandardsJun 19, 2019
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).
Outcomes from a Certification Program for Early Career Professionals in Supply Chain ManagementSep 27, 2017
This study discusses outcomes and impacts of the Leveraging, Integrating, Networking, Coordinating Supplies (LINCS) program on students’ employment and earnings.