Jennifer Sloan McCombs

Adjunct Policy Researcher

Off Site Office

Education

Ph.D. in public policy, The George Washington University; B.A. in East Asian studies, College of William and Mary

One Page Bio

Media Resources

This researcher is available for interviews.

To arrange an interview, contact the RAND Office of Media Relations at (310) 451-6913, or email media@rand.org.

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Overview

Jennifer McCombs is an adjunct policy researcher at the RAND Corporation. Her research focuses on evaluating the extent to which public policies and programs improve outcomes for children and youth facing disadvantage. Her studies combine implementation and outcome data to provide practitioners and policymakers guidance on how to improve programs and promote positive outcomes. McCombs has extensive experience leading complex, multi-site evaluations that involve substantial stakeholder engagement and district-community partnerships. Over the course of her career, she has studied the implementation and effectiveness of voluntary summer learning programs; how to improve teacher effectiveness (through professional development, teacher training, and incentives); whether literacy coaching improves student reading outcomes; the development of systems for out-of-school-time programs; the implementation and impact of test-based promotion policies; and the effects of federal accountability policies on schools, classrooms, and students. McCombs is a frequent advisor on summer and after school programs and served as a member of the National Academies of Sciences, Engineering, and Medicine’s Committee on Summertime Experiences and Child and Adolescent Education, Health, and Safety; the National Center on Afterschool and Summer Enrichment (NCASE) Technical Work Group; the National Summer Learning Association Research Advisory Committee; and Horizon’s National Research Advisory Group. McCombs holds a Ph.D. in public policy from The George Washington University.

Research Focus

Concurrent Non-RAND Positions

Director of Research, Learning Policy Institute

Recent Projects

Summer learning demonstration randomized controlled trail (RCT)
Intensive Partnership Sites evaluation
Out-of-school time systems building evaluation
New York City’s test-based promotion policy evaluation
Middle school reading coaches evaluation

Selected Publications

Augustine, C.H, McCombs, J.S., Pane, J.F., Schwartz, H.L, Schweig, J.S., McEachin, A., Siler-Evans, K. , Learning From Summer: Effects of Voluntary Summer Learning Programs on Low-income Urban Youth, RAND Corporation (RR-1557-WF), 2016

McCombs, J.S., Pane, J, Augustine, C.H., Schwartz, H.L., and Zakaras, L, Ready for Fall? Near-Term Effects of Voluntary Summer Learning Programs on Low-Income Students Learning Opportunities and Outcomes, RAND Corporation (RR-815), 2014

McCombs, J.S., Augustine, C.H., Schwartz, H.L., Bodilly, S.J., McInnis, B., Lichter, D.S., and Cross, A, Making Summer Count: How Summer Programs Can Boost Children's Learning, RAND Corporation (MG-1120), 2011

McCombs, J.S., Auger, A., Yoo, P, The Value of Out of School Time Programs, RAND Corporation (PE-267-WF), 2018

Jennifer Sloan McCombs et al., Hours of Opportunity: The Power of Data to Improve After-School Programs Citywide, RAND Corporation (MG-1037/1), 2010

Jennifer Sloan McCombs et. al., Ending Social Promotion Without Leaving Children Behind, RAND Corporation (MG-894), 2009

Jennifer Sloan McCombs et al., Achieving State and National Literacy Goals a Long Uphill Road: A Report to Carnegie Corporation of New York, RAND Corporation (TR-180-1), 2005

Schwartz, H.L., McCombs, JS., Augustine, C.H., & Tamargo, J. , Getting to Work on Summer Learning (2nd Edition), RAND Corporation (RR-366-1), 2019

Recent Media Appearances

Interviews: Education Week

Commentary

Commit Now to Get Summer Programming Right
When summer programs are targeted to needs, intentionally designed, and well attended, they produce positive outcomes in math and reading. But these programs need federal support, and they require early planning.
Apr 15, 2021 The RAND Blog
High-Quality Out-of-School-Time Programs Are Worthy of Investment
High-quality out-of-school-time programs can benefit youth, and tend to produce outcomes linked to program content. Funders and policymakers could maximize benefits of these programs by providing adequate resources and funding to support quality programming. It could be a wise investment for America's youth.
Nov 19, 2018 Youth Today
Making Extended Learning Time Worth the Investment
Five states are experimenting with adding a substantial amount of time to the school year in some schools. This policy initiative holds promise, says Jennifer McCombs
Dec 14, 2012 The RAND Blog

Publications

Report
Summer for All: Building Coordinated Networks to Promote Access to Quality Summer Learning and Enrichment Opportunities Across a Community
In this eighth report in RAND's Summer Learning Series, the authors chronicle early efforts in four communities to create coordinated approaches to summer programming, noting their challenges, enablers, and early outcomes.
Nov 10, 2021
Report
Getting to Work on Summer Learning: Recommended Practices for Success, 2nd Ed. — Executive Summary
The authors distill lessons about implementing and improving summer learning programs gleaned from a six-year study in the five urban districts participating in the National Summer Learning Project.
Mar 25, 2021
Report
Every Summer Counts: A Longitudinal Analysis of Outcomes from the National Summer Learning Project
This seventh report in a series presents longitudinal findings on the effectiveness of voluntary summer learning programs in five school districts. The authors also offer implications for policy on narrowing the achievement gap between students.
Dec 17, 2020
Tool
Putting Data to Work for Young People: A Ten-Step Guide for Expanded Learning Intermediaries
This ten-step plan should help expanded learning nonprofits address challenges related to data collection and management and therefore make after-school and summer programs better and more accessible for students.
Oct 15, 2019
Report
Who Plays, Who Pays? Funding for and Access to Youth Sports
To better understand sports participation rates for middle and high school-aged youths, the funding landscape, and participation barriers and enablers, RAND researchers surveyed parents, school administrators, and community sports program leaders.
Jul 18, 2019
Report
Investing in Successful Summer Programs: A Review of Evidence Under the Every Student Succeeds Act
This report, which provides a systematic review of the evidence supporting summer programs and descriptions of evidence-based programs, is intended to provide guidance regarding the effectiveness of summer interventions.
Jun 5, 2019
Report
Getting to Work on Summer Learning: Recommended Practices for Success, 2nd Ed.
The RAND Corporation's six-year study of the National Summer Learning Project culminates in this final report about district implementation of summer learning programs and presents the best available guidance about how to establish and sustain them.
Nov 4, 2018
Infographic
Enriching Kids: The Benefits of Using Public Funds to Pay for Out-of-School (OST) Time Programs
This infographic provides an overview of the opportunity and attainment gaps between high-and low-income students and how public funding for after-school programs can help address these gaps.
May 31, 2018
Report
The Value of Out-of-School Time Programs
To better understand the value and effectiveness of out-of-school-time programs, RAND researchers examined programs through the lenses of content, dosage (the hours of content provided), and outcomes measured.
Oct 23, 2017
Research Brief
Kids Who Attend More Benefit More: Voluntary Summer Learning Programs
This brief summarizes the outcomes of two summers of voluntary academic programming (2013 and 2014) on 3,192 low-income urban students accepted into the programs who had completed third grade before the first summer.
Sep 7, 2016
Infographic
Learning from Summer: Effects of Voluntary Summer Learning Programs on Low-Income Urban Youth
This infographic summarizes several student outcomes from an assessment of five voluntary, district-led summer learning programs offered at no cost to low-income, urban elementary students.
Sep 7, 2016
Report
Learning from Summer: Effects of Voluntary Summer Learning Programs on Low-Income Urban Youth
RAND researchers assess voluntary, district-led summer learning programs for low-income, urban elementary students. This third report in a series examines student outcomes after one and two summers of programming.
Sep 7, 2016
Research Brief
First Outcomes from the National Summer Learning Study
This brief describes the near-term effects of voluntary summer learning programs provided by five urban school districts to large numbers of struggling low-income elementary students in the summer of 2013.
Feb 13, 2015
Report
Ready for Fall? Near-Term Effects of Voluntary Summer Learning Programs on Low-Income Students' Learning Opportunities and Outcomes
As part of a randomized controlled trial study assessing the effect of district-run voluntary summer programs, this second report in a series looks at how summer programs affected student performance in certain categories in fall 2013.
Dec 16, 2014
Report
Getting to Work on Summer Learning: Recommended Practices for Success, 1st Ed.
RAND is conducting a longitudinal study that examines the implementation and effectiveness of voluntary summer learning programs. This second report in the series provides research-based advice for school district leaders developing summer programs.
Aug 13, 2013
Research Brief
How to Get the Most out of a Summer Learning Program
The Wallace Foundation is funding a project in six urban school districts to combat summer learning loss. RAND evaluated the summer programs in these districts over two summers, drawing lessons for district leaders on how to create strong programs.
Aug 13, 2013
Draft
Tough Times, Tough Choices in After-School Funding: Pathways to Protecting Quality
Explores how agency leaders make the decision between cutting student slots or reducing the quality of programming through cuts to professional development and technical assistance given to after-school providers.
Jun 7, 2012
Journal Article
Reading Coach Quality: Findings from Florida Middle Schools
This article examines what constitutes, contributes to, and is associated with high-quality coaches and coaching. Authors find that coaches generally held many of the qualifications recommended by state and national experts and principals and teachers rated their coaches highly on many indicators of quality. However, several common concerns about recruiting, retaining, and supporting high-quality coaches emerged.
2012
Report
Making Summer Count: How Summer Programs Can Boost Children's Learning
Students typically lose knowledge and skills during the summer, particularly low-income students. Districts and private providers can benefit from the evidence on summer programming to maximize program effectiveness, quality, reach, and funding.
Jun 13, 2011
Research Brief
Summer Counts: Making Summer Programs Part of the Learning Equation
Summer learning programs can prevent the summertime loss of knowledge and skills that disproportionately affects low-income students. A study of existing programs resulted in targeted recommendations for school districts, policymakers, and funders.
Jun 13, 2011
Research Brief
Developing Custodians of Care: Military Medical Leadership
The Military Health System faces a range of challenges, and effective leadership is key to meeting them. Approaches used by other organizations could guide improvements in how military health care leaders are selected, developed, and incentivized.
Feb 18, 2011
Report
Developing Military Health Care Leaders: Insights from the Military, Civilian, and Government Sectors
Lessons learned in the civilian and government sectors hold importance for transforming the way in which the Military Health System identifies and develops health care officers with high leadership potential for senior executive positions.
Feb 18, 2011
Research Brief
Hours of Opportunity: How Cities Can Use Data to Improve Services in Out-of-School Time Programs
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.
Oct 19, 2010
Research Brief
Hours of Opportunity: How Cities Can Build Systems to Improve Out-of-School-Time Programs
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.
Oct 18, 2010
Report
Hours of Opportunity, Volume 3: Profiles of Five Cities Improving After-School Programs Through a Systems Approach
The third in this three-volume series presents in-depth case studies of five cities that received funding from The Wallace Foundation to improve out-of-school-time program provision: Providence, Boston, New York City, Chicago, and Washington, D.C.
Sep 27, 2010
Report
Hours of Opportunity, Volume 1: Lessons from Five Cities on Building Systems to Improve After-School, Summer School, and Other Out-of-School-Time Programs
The first in this three-volume series describes the early work of 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.
Sep 13, 2010
Report
Hours of Opportunity, Volume 2: The Power of Data to Improve After-School Programs Citywide
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 outcomes.
Sep 13, 2010
Journal Article
How Instructional Coaches Support Data-Driven Decision Making: Policy Implementation and Effects in Florida Middle Schools
This article examines the convergence of two popular school improvement policies: instructional coaching and data-driven decision making (DDDM). Drawing on a mixed methods study of a statewide reading coach program in Florida middle schools, the article examines how coaches support DDDM and how this support relates to student and teacher outcomes.
2010
Journal Article
Linking Reading Coaches and Student Achievement: Evidence from Florida Middle Schools
Although reading coaches are increasingly prevalent in schools nationwide, empirical evidence for their effects on student achievement is scarce. This article helps to address this gap by conducting an evaluation of a statewide reading coach program in Florida middle schools.
2010
Periodical
RAND Review: Vol. 33, No. 3, Winter 2009-2010
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.
Dec 23, 2009
Research Brief
Ending Social Promotion in New York City Public Schools Without Leaving Children Behind
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.
Oct 9, 2009
Report
Ending Social Promotion Without Leaving Children Behind: The Case of New York City
The New York City Department of Education asked RAND to conduct a longitudinal evaluation of its 5th-grade promotion policy. The findings provide a comprehensive view of the policy's implementation and its impact on student outcomes.
Sep 29, 2009
Journal Article
Lessons for Boosting the Effectiveness of Reading Coaches
To understand the implementation and effects of school-based literacy or reading coaching, researchers surveyed principals, coaches, and reading and social studies teachers in 113 middle schools in eight large Florida school districts.
2009
Research Brief
Implementing No Child Left Behind in Three States
This research brief discusses California, Georgia, and Pennsylvania's implementation of the standards-based accountability systems required by the No Child Left Behind Act of 2001, presenting the views of teachers and administrators in these states.
Nov 2, 2008
Report
Pain and Gain: Implementing No Child Left Behind in Three States, 2004-2006
Presents information regarding the implementation of the No Child Left Behind Act in California, Georgia, and Pennsylvania from 2003-2004 through 2005-2006, including the final results of the Implementing Standards-Based Accountability project.
Oct 20, 2008
Research Brief
Florida's Middle School Reading Coaches: What Do They Do? Are They Effective?
This research brief reports the results of a study examining the implementation and effectiveness of a middle school reading coach program in Florida.
Aug 15, 2008
Report
Supporting Literacy Across the Sunshine State: A Study of Florida Middle School Reading Coaches
Presents results from a RAND evaluation of the implementation and impact of the reading coach program in Florida middle schools.
Aug 14, 2008
Research Brief
Title I School Choice and Supplemental Educational Services Under No Child Left Behind: Progress Toward Implementation
This research brief summarizes the progress that has been made in implementing the school choice and supplemental educational services options of the No Child Left Behind Act of 2001.
Mar 27, 2008
Report
State and Local Implementation of the No Child Left Behind Act: Volume IV -- Title I School Choice and Supplemental Educational Services: Interim Report
One aim of the No Child Left Behind Act of 2001 is to allow children who attend underperforming schools to enroll in other schools or in supplemental education services. This report presents findings on the implementation of these options.
Feb 25, 2008
Research Brief
How Educators in Three States Are Responding to Standards-Based Accountability Under No Child Left Behind
This research brief documents how educators in California, Georgia, and Pennsylvania have responded to the standards-based accountability requirements of the No Child Left Behind Act of 2001.
May 15, 2007
Report
Standards-Based Accountability Under No Child Left Behind: Experiences of Teachers and Administrators in Three States
Standards-based accountability provisions of the No Child Left Behind Act have influenced U.S. public schools. This book sheds light on teachers' and administrators' attitudes and actions in response to these accountability policies.
Apr 29, 2007
Draft
Superintendent, Principal, and Teacher Understanding of and Attitudes About Accountability
Using survey and school site visit data from three states, this study assesses whether educators understand and support the standards-based accountability model that is required under the No Child Left Behind Act.
Aug 18, 2006
Report
Reforming Teacher Education: Something Old, Something New
Critically examines the process by which teacher education reform will result in highly qualified teachers capable of producing improvements in student learning.
Aug 16, 2006
Research Brief
Reforming Teacher Education, Again
This research brief summarizes a RAND Corporation study of Teachers for a New Era (TNE), an ambitious teacher-education reform effort in place in 11 U.S. institutions of higher learning, and the TNE sites' progress in implementing the initiative.
Jul 19, 2006
Research Brief
Meeting Literacy Goals Set by No Child Left Behind: A Long Uphill Road
The RAND Corporation to examined adolescents' literacy achievement across the nation. The results of that achievement provide a sobering portrait of where adolescents stand relative to state and national literacy goals.
Nov 25, 2005
Report
Achieving State and National Literacy Goals, a Long Uphill Road: A Report to Carnegie Corporation of New York
Examines performance of adolescents (grades 4 through 12) on states' reading or English language arts and writing assessments and on the National Assessment of Educational Progress, and documents the content, format, and performance levels of those assessments.
Sep 16, 2005
Draft
Schools Identified as in Need of Improvement Under Title I: Recent Evidence from the National Longitudinal Survey of Schools
A key assumption underlying the No Child Left Behind Act is that districts have the capacity and the knowledge to help schools improve. The authors use data from a national longitudinal survey of Title I schools to shed light on the validity of this ...
Sep 16, 2005
Draft
Implementing Teachers for a New Era: Some Promising Indicators of Change
Implementing Teachers for a New Era: Some Promising Indicators of Change
Jul 25, 2005
Draft
Progress in Implementing Standards, Assessments, and the Highly Qualified Teacher Provisions of NCLB: Perspectives from California, Georgia, and Pennsylvania
Apr 20, 2005
Periodical
RAND Review: Vol. 29, No. 1, Spring 2005
Asserts that it is unfair to hold students and schools accountable for success without giving them the resources to succeed; also addresses public benefits of the arts, U.N. and U.S. experiences in nation building, and access cards in the workplace.
2005
Report
Reforming Teacher Education: A First Year Progress Report on Teachers for a New Era
Presents first year findings from an evaluation of teacher education reform at four institutions under the Teachers for a New Era initiative.
Dec 13, 2004
Research Brief
Reforming Teacher Education: Spotlight on Bank Street College of Education
This research brief describes work documented in Reforming Teacher Education: A First Year Progress Report on Teachers for a New Era (TR-149-EDU).
2004
Journal Article
Elementary and Secondary Education Act.: Recent Evidence from the National Longitudinal Survey of Schools
This evaluation brief examines the status of professional development in Title I schools.
2003
Report
Using State School Accountability Data to Evaluate Federal Programs: A Long Uphill Road
Using State School Accountability Data to Evaluate Federal Programs: A Long Uphill Road
2003
Report
Methods and Actions for Improving Performance of the Department of Defense Disability Evaluation System
The Disability Evaluation System (DES) determines the disposition of a service member who has a medical condition that calls into question the member's ability to perform his or her duties. This book focuses on four major research tasks related to improving system performance.
May 8, 2002
Report
Transitioning NAVSEA to the Future: Strategy, Business, and Organization
Presents a three-phase analytic approach for the Naval Sea Systems Command (NAVSEA) for making business-planning decisions involving its activities, products, markets, technologies, people, and facilities with a view toward organizational realignment with
Apr 1, 2002
Journal Article
Elementary and Secondary Education Act.: Recent Evidence from the National Longitudinal Survey of Schools
This brief examines services provided by Title I schools.
2002
Journal Article
The Same High Standards for Migrant Students: Holding Title I Schools Accountable
Examines how the federal Migrant Education Program (MEP) is helping migrant students succeed in school and meet academically challenging standards, and whether states and districts are including migrant students in standards-based reforms.
2002
Journal Article
Elementary and Secondary Education Act.: Recent Evidence from the National Longitudinal Survey of Schools
There is a general lack of information on schools identified for improvement on a national basis. Using data from a large, nationally-representative study of Title I schools, this evaluation brief provides information regarding schools identified as in need of improvement under Title I.
2001
Research Brief
Finding the Best Way to Get the Job Done: Alternative Structures for Government Organizations
Observers within and outside government have speculated that alternative structures--many involving the private sector--may be the key to how government can better perform many of these activities in the future.
2001
Report
A Casebook of Alternative Governance Structures and Organizational Forms
This study is a short-term effort examining alternative ways that government can carry out its activities.
2000
Report
Barriers to Minority Participation in Special Operations Forces
Assesses minority representation and recruiting in special operations forces (SOF).
1999
Research Brief
Are There Barriers to Minorities Joining Special Operations Forces?
Are minorities underrepresented and, if so, are there barriers that hinder them from joining Special Operations Forces (SOF)?
1999
Report
Monitoring and Controlling the International Transfer of Technology
The United States is a net exporter of technology and technical knowledge. Despite fears that this outflow of technology is costly to U.S. taxpayers, it would be impractical to institute a government-wide system for monitoring and restricting ...
1998