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Education

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The Urban Institute conducts interdisciplinary studies that explore critical intersections between schools, families, communities, and the workplace. Drawing upon expertise and perspectives from across our research centers, the Education Policy Cluster coordinates studies focused on family and neighborhood factors that influence school performance and educational success, the potential of alternative school improvement and reform initiatives, the effectiveness of both K–12 and post-secondary systems in preparing young people for careers, strategies for helping at-risk youth stay and succeed in school, and school financing mechanisms.

In addition, the Urban Institute has conducted research on issues that have been central to education policy, including school and teacher assessment, and evaluation of specific reforms.

Education Policy Cluster

Contributing Scholars: Akiva Liberman, Kim Rueben, Austin Nichols, John Roman, Sue Popkin, Peter Tatian, Mike Pergamit, Bob Lerman, Marla McDaniel, Megan Cahill, Erwin de Leon, Gina Adams, Kathryn Pettit, Caroline Ratcliffe, Signe-Mary McKernan, Maria Enchautegui, Elsa Falkenburger, Lauren Eyster, Demetra Smith Nightengale, Sara Edelstein, Julia Isaacs, Megan Gallagher, Zach McDade, Heather Hahn, Gene Steuerle, Tracy Vericker, Pamela Loprest, Josh Mitchell, Mary Cunningham, Genevieve Kenney, Elaine Maag, Heather Sandstrom, Kelly Devers

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Preparing for a "Next Generation" Evaluation of Independent Living Programs for Youth in Foster Care (Research Report)
Marla McDaniel, Mark Courtney, Mike Pergamit, Christopher Lowenstein

Policymakers have long been concerned about the poor outcomes experienced by youth in foster care transitioning to adulthood. Experimental evaluations of independent living programs conducted under the John H Chafee Independence Act found the programs studied showed limited evidence of effectiveness; however, the evaluation made important observations about independent living programs overall and provided guidance for ongoing efforts to improve services for transition-age youth in foster care. This brief presents a conceptual framework, typology, and central conclusions from current planning efforts to develop an agenda for future evaluation activities.

Posted to Web: March 03, 2015Publication Date: March 03, 2015

Supporting Youth Transitioning out of Foster Care, Issue Brief 1: Education Programs (Research Brief)
Amy Dworsky, Cheryl Smithgall, Mark Courtney

This issue brief is one of three that focus on programs providing services to youth transitioning out of foster care in three common service domains: education, employment, and financial literacy and asset building. This brief highlights why education services are important to youth currently or formerly in foster care, what we know about the current types of programs and services offered in this service area, and the effectiveness of these services. Drawing on a review of existing research and convenings conducted with researchers, program managers, and federal staff, this brief address remaining research gaps and how the available evidence should inform future planning for evaluation activities.

Posted to Web: March 03, 2015Publication Date: March 03, 2015

The CUNY Fatherhood Academy: A Qualitative Evaluation (Research Report)
Marla McDaniel, Margaret Simms, William Monson, Erwin de Leon

Knowing the economic challenges young fathers without postsecondary education face in providing for their families, New York City's Young Men's Initiative launched a fatherhood program housed in LaGuardia Community College in spring 2012. The CUNY Fatherhood Academy (CFA) aims to connect young fathers to academic and employment opportunities while supporting them through parenting classes and workshops. This report summarizes Urban Institute's qualitative evaluation of the program. The evaluation, completed under contract with the New York City Center for Economic Opportunity, focuses on CFA's design, implementation, and participant outcomes in the four cohorts served between March 2012 and December 2013.

Posted to Web: February 17, 2015Publication Date: February 17, 2015

The CUNY Fatherhood Academy: A Qualitative Evaluation: Executive Summary (Research Report)
Marla McDaniel, Margaret Simms, William Monson, Erwin de Leon

Knowing the economic challenges young fathers without postsecondary education face in providing for their families, New York City's Young Men's Initiative launched a fatherhood program housed in LaGuardia Community College in spring 2012. The CUNY Fatherhood Academy (CFA) aims to connect young fathers to academic and employment opportunities while supporting them through parenting classes and workshops. This executive summary provides highlights from Urban Institute's qualitative evaluation of the program. The evaluation, completed under contract with the New York City Center for Economic Opportunity, focuses on CFA's design, implementation, and participant outcomes in the four cohorts served between March 2012 and December 2013.

Posted to Web: February 17, 2015Publication Date: February 17, 2015

The Promise of Early Interventions for Improving Socioeconomic Outcomes of Black Men (Policy Briefs)
Gregory Acs, Steven Martin

This brief uses the Social Genome Model to assess the potential impact of various childhood and adolescent interventions on long-term outcomes for black men. In particular, we see that increasing parental emotional support and cognitive stimulation during early childhood and raising reading ability levels in mid-childhood have the greatest impact on later life educational attainment and income. The overall effects of successful interventions are modest for the entire population of black men but are somewhat larger for individuals that would be directly affected by the interventions. Our findings suggest that making substantial progress in improving the outcomes of black men will likely require many different interventions that reinforce one another throughout the life course.

Posted to Web: February 05, 2015Publication Date: February 05, 2015

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