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作者：Orr, Larry L.
作者单位：Johns Hopkins University; Johns Hopkins Bloomberg School of Public Health
摘要：Policymakers are often urged to rely on evidence-based policy (EBP)-adopting only interventions proven effective (i.e., positive and statistically significant in multisite impact evaluations). EBP clearinghouses chronicle and rate tests of social policy interventions. But EBP clearinghouse standards are based almost entirely on internal validity. They largely ignore whether research findings from multisite trials apply to individual localities, where much of social policy is formulated. We dev...
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作者：[Anonymous]
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作者：Goldring, Thomas; Jacob, Brian A.; Kreisman, Daniel; Ricks, Michael David
作者单位：University System of Georgia; Georgia State University; University of Michigan System; University of Michigan; National Bureau of Economic Research; University System of Georgia; Georgia State University; University of Nebraska System; University of Nebraska Lincoln
摘要：In 2015, Michigan increased its Career and Technical Education (CTE) funding and changed its funding formula to reimburse programs based on student progression through program curricula. Although this change nearly doubled program completion rates, student enrollment and persistence were unaffected; instead, administrators accelerated student progress by reorganizing course curricula around notches in the new funding formula. As a result of response heterogeneity, 30% of the funding increase w...
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作者：Whitaker, Anamarie A.; Burchinal, Margaret; Jenkins, Jade M.; Bailey, Drew H.; Watts, Tyler W.; Duncan, Greg J.; Hart, Emma R.; Peisner-Feinberg, Ellen
作者单位：University of Delaware; University of Virginia; University of California System; University of California Irvine; Columbia University Teachers College; Columbia University; Boston College; University of North Carolina; University of North Carolina Chapel Hill
摘要：Public preschool programs are heralded as an effective policy tool for promoting the development and lifelong well-being of children from low-income families. Recent preschool evaluations report divergent findings that are consistently weaker than those of famous demonstration programs implemented in the mid-20th century. We provide potential explanations for these weaker effects, the most compelling of which focuses on improvements in the early childhood conditions of children not enrolling i...
