Compares the characteristics and experiences of two groups of Work First New Jersey clients: (1) an early group that participated in the first year of program operations from July 1997 to June 1998; and (2) a later group participating from July 2000 to June 2001. Finds that caseload characteristics...

This report lays out the design for the Evaluation of Reading Comprehension Interventions, which is assessing supplemental reading comprehension programs for fifth-grade students.

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...

Based on four rounds of annual follow-up surveys with an early group of NJ TANF recipients, this brief can help inform recent policy debates related to welfare and marriage. The study found that marriage is relatively rare for TANF recipients, with only about 1 in 10 married and living with a...

Elementary students participating in the 21st Century Community Learning Centers program felt safer than students not enrolled but were more likely to engage in negative behaviors. There were few impacts on student achievement overall and no difference between the treatment and control groups on...

As part of No Child Left Behind, parents of low-income students in low-performing schools are offered Supplemental Educational Services (SES) for their children. These academic supports, such as extra tutoring or group sessions, take place outside the regular school day. A report and executive...

Variation in treatment effects has important implications for education practice—and for facilitating the most efficient use of limited resources—by informing decisions about how best to target interventions and how to improve the design or implementation of interventions....