This MDRC publication provides practical guidance for researchers who are designing and analyzing studies that randomize schools—which comprise three levels of clustering (students in classrooms in schools)—to measure intervention effects on student academic outcomes when information on the middle level (classrooms) is missing.
Vivian Tseng discusses the Foundation's learning community of research-practice partnerships, writing, "Successful partnerships enable researchers to develop stronger knowledge of practitioners’ challenges, their contexts, and the opportunities and limitations for using research. And they allow practitioners to develop greater trust of the research and deeper investment in its production and use."
The prevailing research-to-practice model suggests a one-way street of moving research to practice. To strengthen research-practice connections, however, we need to build a two-way street with reciprocal exchanges.
This paper presents a conceptual framework for understanding the uses of research in policy and practice, findings from recent empirical work, and early lessons from the field. The framework describes the ways policymakers and practitioners define, acquire, interpret, and ultimately use research.
"This report traces the history of [California’s Fostering Connections to Success Act] from when it was first introduced in the California State Assembly, through its passage and signing, and ultimately to its innovative and extensive implementation planning process. Thus, it covers the period of time from December 2008 through December 2011. The aim of this report is to document the California experience, highlighting its successes and challenges, so that other states may benefit, potentially smoothing the legislative and implementation processes there."
“An extensive body of research has documented the relation between social class, as indexed by socioeconomic status (SES) and subjective social status (SSS), and a host of outcomes, including physical and mental health, academic achievement, and educational attainment. Yet, there remains ambiguity regarding how best to conceptualize and measure social class. This article clarifies definitional […]
During the past eight years, the after-school field has made real progress, particularly in understanding what “high-quality practice” means and how to measure it. And we at the Foundation have learned a great deal about how to do our work from our efforts in this area. This essay describes what we learned and the implications for the future. Woven throughout is an overview
of how the after-school field has evolved and the issues that remain.
This review of the Foundation’s grantmaking and staff work on the quality of after-school programs from 2003–2011 will help trustees and staff learn about the effects of their strategies during this time and inform the Foundation’s future work.