REPORT
Safe Start Promising Approaches (SSPA) is the second phase of a community-based initiative focused on developing and fielding interventions to prevent and reduce the impact of children's exposure to violence. This report shares the results of SSPA, which was intended to implement and evaluate promising and evidence-based programs in 15 program sites across the country.
JOURNAL ARTICLE
This article examines the micropolitics of implementing New York City's Schoolwide Performance Bonus Program and school governance bodies (Compensation Committees) that determined distribution of school-level rewards among personnel.
COMMENTARY
Motivation alone does not improve schools. Even if incentives inspire staff to improve practices or work together, educators may not have the capacity or resources to bring about improvement, writes Julie Marsh.
NEWS RELEASE
A New York City program designed to improve student performance through school-based financial incentives for teachers did not improve student achievement, most likely because it did not change teacher behavior and the conditions needed to motivate staff were not achieved.
REPORT
A New York City program designed to improve student performance through school-based financial incentives for teachers did not improve student achievement, most likely because it did not change teacher behavior and the conditions needed to motivate staff were not achieved.
RESEARCH BRIEF
New York City's Schoolwide Performance Bonus Program did not improve student achievement at any grade level, perhaps in part because it provided no significant additional motivation beyond other accountability incentives.
REPORT
Coordinating the work of the many different institutions involved in after-school activities—including schools, nonprofits and municipal agencies like parks and libraries—holds the promise of making programs better and more accessible to urban children and teens who need them.
NEWS RELEASE
Coordinating the work of the many different institutions involved in after-school activities -- including schools, nonprofits and municipal agencies like parks and libraries -- holds the promise of making programs better and more accessible to urban children and teens who need them.
RESEARCH BRIEF
Five cities that received a grant from The Wallace Foundation, along with three other cities that were not part of the initiative, were successful in using data from management information systems to improve out-of-school-time programs.
RESEARCH BRIEF
Five cities that received a grant from The Wallace Foundation to increase collaboration, access, quality, information sharing, and sustainability in their out-of-school-time systems used different planning approaches to meet the initiative's goals.
REPORT
The Wallace Foundation sponsored an initiative to help five cities increase collaboration, access, quality, information sharing, and sustainability in their out-of-school-time (OST) systems. The third in this three-volume series presents in-depth case studies of the grantees (Providence, Boston, New York City, Chicago, and Washington, D.C.) and reveals lessons learned and best practices for the OST field.
REPORT
The Wallace Foundation sponsored an initiative to help five cities increase collaboration, access, quality, information sharing, and sustainability in their out-of-school-time systems. The second in this three-volume series describes how Wallace Foundation grantees and three other cities used management information systems to collect and use data on out-of-school-time programs, including enrollment, attendance, and student outcomes.
PERIODICAL
Features focus on stabilization missions, grade retention, health financing, and RAND's president; other items discuss the European Union, sodium, health insurance, retail medical clinics, energy efficiency, disaster recovery, and alcohol pricing.
NEWS RELEASE
The New York City Department of Education's test-based promotion and retention policy, which identifies and provides support for struggling students, has demonstrated positive effects for student achievement in fifth grade that continue into seventh grade.
REPORT
The New York City Department of Education's test-based promotion and retention policy, which identifies and provides support for struggling students, has demonstrated positive effects for student achievement in fifth grade that continue into seventh grade.
RESEARCH BRIEF
RAND researchers conducted a three-year study of New York City's promotion policy, using interviews, case studies, student surveys, and demographic and test score data to determine its effects on the outcomes of 5th-grade students held to the policy.
REPORT
In 2003–2004, the New York City Department of Education (NYCDOE) implemented a new promotion policy for 3rd-grade students, which was later extended to 5th, 7th, and 8th graders. NYCDOE asked RAND to conduct an independent longitudinal evaluation to provide evidence of the program's impact on 5th graders. This report, one in a series documenting the results of the study, identifies and reviews the literature on grade retention.
REPORT
In 2003–2004, the New York City Department of Education (NYCDOE) implemented a new promotion policy for 3rd-grade students, which was later extended to 5th, 7th, and 8th graders. This report, one in a series, identifies lessons learned about policy design and implementation through interviews with top-level administrators who oversee promotion and retention policies in states and districts with K–8 policies and programs that…
MULTIMEDIA
In this Congressional Briefing held on October 19, 2009, researchers Jennifer McCombs and Lou Mariano discuss RAND's recently published evaluation of a test-based promotion policy implemented by the New York City Department of Education. The findings will be of interest as many states and school districts are implementing test-based requirements for promotion at key transitional points in students' schooling careers, thus ending the…
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