Finds that, a year or more after enrolling in the program, 2-year-olds perform significantly better on a range of measures of cognitive, language, and social-emotional development, when compared with a randomly assigned control group. EHS families are also more likely to attend school or job...

This report describes the design of a value-added model to measure school and teacher performance in the District of Columbia Public Schools. It presents the main features of the method in nontechnical terms, data used, and technical details of the statistical methods.

Using data on elementary and middle school math and reading outcomes for Pennsylvania students, this working paper found that school value-added provides little useful information for comparing the general leadership skills of different principals when these comparisons include some principals...

This report summarizes research findings and implementation practices for teacher and principal value-added models (VAM) as a first step in the Team Pennsylvania Foundation’s pilot project to inform the development of a full, statewide model evaluation system. The report selected 21 empirical...

The Roads to Success program was launched in early 2005 to forge connections between students’ school experiences and their aspirations for adulthood, as an ongoing part of middle and high school. This report describes the intervention, research design, evaluation data, analysis methods, and a...