This study aims to move the field toward consensus on the core features of coaching for teachers and caregivers in early childhood education.
- Program evaluation and technical assistance
- Early childhood education
- K–12 education programs
- Welfare reform
- Early Childhood
- Child Welfare
- Early Childhood Systems
- Strengthening and Disseminating Research
- Labor: Strengthening and Disseminating Research
- Human Services
Christine Ross has expertise in designing and conducting rigorous evaluations of program impacts and descriptive, policy-focused studies in the areas of early childhood education, K–12 education, and child welfare policies and programs.
Ross has designed and conducted evaluations of early childhood education programs, including Mathematica’s national evaluation of Early Head Start and the Early Reading First program. She led a descriptive study of classroom quality and children’s outcomes in full- and part-day Head Start programs and prekindergarten programs in Chicago. She has also conducted and led systematic reviews of research evidence on early childhood education practices and curricula for the federal government’s What Works Clearinghouse, a trusted source of what works in education.
Ross is currently the content lead for the universal prekindergarten review area of the What Works Clearinghouse and principal investigator for the Regional Education Laboratory—Mid-Atlantic’s study of New Jersey’s principal evaluation system. Additionally, she leads an evaluation technical assistance team to provide support to grantees developing interventions to improve housing stability for youth who have been in foster care.
Ross holds a Ph.D. in economics from the University of Wisconsin, Madison. Before joining Mathematica in 1989, she worked as a research associate for the National Academy of Sciences and an associate analyst for the Congressional Budget Office.
Improving Practice: The Study of Coaching Practices in Early Care and Education (SCOPE)
Supporting Development of Promising Youth Programs for Teen Pregnancy Prevention Evidence Base
This project builds on Mathematica’s study of the Personal Responsibility Education Program (PREP) program, and a complementary evaluation technical assistance project, to support evaluations of promising programs led by PREP grantees and develop curricula for underserved youth populations.
PREP: Supporting Evaluation and Innovation in Promising Youth Pregnancy Prevention Programs
This project builds on Mathematica’s study of the Personal Responsibility Education Program (PREP), and a complementary evaluation technical assistance project, to support evaluations of promising oregnancy prevention programs led by PREP grantees and develop curricula for underserved youth populations.
Integrated Approaches to Supporting Child Development and Improving Family Economic Security
The project will focus on economic security programs for parents that also provide child development and well-being services for children from birth to age 12.
Systematic Reviews Bridge Conflicting Studies to Help Support Policy and Program Decisions
In recent years, systematic reviews have been used to inform new policy initiatives, especially at the federal level, as well as funding decisions and program development. Systematic reviews involve a thorough review of the research literature on an issue, and use an objective and transparent approach...