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The final report of the Transitional Employemnt Experimental Model (TEEM) Project, a research and development project providing a potential model for a large scale manpower absorption program in times of economic need, is presented. One major purpose of the project was to demonstrate the viability of providing suitable job placement for the disadvantaged through a two-step training/placement process which included specialized vocational services through "host agencies" and the opportunity for permanent employment through "receiving agencies." Five transitional models were developed and tested utilizing the host/receiving agency concept to sample all potential markets where placement activities could occur. An extensive examination of the project includes: summaries and full statements of project hypotheses, recommendations, and findings; history and background of TEEM; and project operation. Appended material takes up over half of the document and includes: The TEEM handbook, tables showing the number of months participants were placed in host and receiving agencies, summary of supervisor/counselor questionnaires, and a summary of participant questionnaires. The two-step hiring concept is recommended for use during an economic downturn, but it is not known whether the TEEM model would be suitable in a different economic climate. (Author/LH)

This report describes the development, functions, and operations of the Delaware Valley Community College Service Center in Pike County, Pennsylvania, which is designed to provide diversified and comprehensive two-year postsecondary education to residents of a large, rural area without a postsecondary institution. The Center is sponsored by the Delaware Valley School District and operated through a contract with Northampton County Area Community College (NCACC), the nearest community college. The policies, procedures, programs and courses of NCACC apply to the Center and its director is responsible to the NCACC president, but the Center retains local control and initiative through its own Operating Board. Funding is provided by the school district, student tuition and state reimbursement. The Center has no facilities of its own but provides a wide range of associate degree and certificate programs in liberal arts and occupational areas and non-credit adult education courses utilizing leased and borrowed facilities and part-time faculty. The Center's Cooperative Commuting College Division makes available specialized high-cost career programs through contractual arrangements with neighboring colleges in New York State. The Center is not offered as a model, but components may serve as a guide to be adapted by other rural areas. (JDS)

High-quality afterschool and summer learning programs are effective ways to support children and teens and accelerate their academic growth. In fact, the American Rescue Plan prioritized a significant amount of funding for out-of-school time programs because of the evidence of their effectiveness. Over the past few years, state educational agencies (SEAs) made key decisions about their summer and afterschool policies and grantmaking strategies, guidance and technical assistance provided to local educational agencies (LEAs), and how to monitor and measure progress. This brief explores the steps that states in Region 5 have taken to strengthen their systems as well as their stories of impact and vision for the future of summer and afterschool. While aspects of each state's story are unique to their context, the themes and approaches they surface can help inform policy and strategy across the region and beyond, now and in the future. With the largest influx of federal funding for in-school and out-of-school learning behind, what steps are SEAs taking to sustain and enhance summer and afterschool programs, along with the systems they have built? This brief explores sustainability through the lens of SEA systems strategies.

Young people tell us that afterschool programs have a direct positive impact on their lives. A new national online survey of 1,116 afterschool program providers--conducted by Edge Research, October 31-December 5, 2023--reinforces this view, finding that programs are keeping young people connected, engaged, and inspired. The survey, which represents more than 8,800 programs across all 50 states and Washington, D.C., also finds that afterschool programs face challenges largely due to staffing and program costs. A bright spot is that for afterschool programs that have been able to obtain federal pandemic relief funds, these funds have served as a welcome source of aid, helping programs keep their doors open, take steps to enhance staff recruitment and retention efforts, serve more students, and expand programming. However, as the end of this federal funding approaches, providers are very concerned about their future sustainability.

In this supplement, the cost to implement and operate the Dana Center Mathematics Pathways (DCMP) program across the participating colleges is presented separated into primary cost categories based on program components describing what portion of spending went to training, teacher time in class, teacher time outside of class, advisement, technology, curriculum materials, and general administration. These costs are shown in Supplement Table 1 for the start-up phase. In addition to costs incurred by the college, costs incurred by the Dana Center are quantified in Supplement Table 2. The ongoing cost of the intervention to colleges was calculated based on an estimation of DCMP program costs, the cost of the traditional developmental math sequence, and the cost of college credits attempted. These resources include direct instructional costs, as well as the usual advising services, administration, and other student services. The ongoing costs for the operation of the program during one academic year are presented in Supplement Table 3.

Educators can employ a variety of classroom management strategies in their efforts to foster a classroom environment in which all students can learn. "Class-Wide Function-Related Intervention Teams (CW-FIT)" is one such strategy. As part of "CW-FIT," teachers establish classroom rules, provide instruction on target skills, place students into teams, and then reward teams for demonstrating target skills, all with the aim of improving student behavior and creating a positive learning environment. "CW-FIT" seeks to reinforce appropriate behaviors, minimize social attention to inappropriate behaviors, and provide self-management tools to individual students who need extra support. This Intervention Brief provides an overview of the full Intervention Report, which summarizes the available evidence on the effects of "CW-FIT" on student and teacher outcomes. [For the Intervention Report, see ED628223. For the Single-Case Design Appendix, see ED628225.]

Educators can employ a variety of classroom management strategies in their efforts to foster a classroom environment in which all students can learn. "Class-Wide Function-Related Intervention Teams (CW-FIT)" is one such strategy. As part of "CW-FIT," teachers establish classroom rules, provide instruction on target skills, place students into teams, and then reward teams for demonstrating target skills, all with the aim of improving student behavior and creating a positive learning environment. "CW-FIT" seeks to reinforce appropriate behaviors, minimize social attention to inappropriate behaviors, and provide self-management tools to individual students who need extra support. The What Works Clearinghouse (WWC) reviews existing research on educational interventions to identify evidence-based programs and practices. This WWC intervention report summarizes the available evidence on the effects of "CW-FIT" on student and teacher outcomes. Eight studies of "CW-FIT" meet WWC standards and contribute to the effectiveness ratings in this report. Based on the eight studies, there is strong evidence that "CW-FIT" positively impacted student behavior and promising evidence that "CW-FIT" positively impacted teacher practice. [For the Intervention Brief, see ED628224. For the Single-Case Design Appendix, see ED628225.]

Reading has been at the forefront of early-grade educational interventions, but addressing the educational needs of students in math early on is also critical given that early gaps in math skills widen further over the course of schooling. In this study, we examine the effects of Kentucky's Math Achievement Fund -- a unique state-level program that combines targeted interventions, peer-coaching, and close collaboration among teachers to improve math achievement in grades K-3 -- on student outcomes and the costs associated with this policy. We find significant positive effects of the program not only on math achievement, but also on test scores in reading and non-test outcomes including student attendance and disciplinary incidents. The benefits exist across racial/ethnic groups and students from different socioeconomic statuses, and they are slightly higher for racial minorities. These findings, along with the cost estimate of the program, suggest that this program could provide a cost-effective blueprint to address the educational needs of students in math in early grades.

Despite the growing demand and availability of non-degree workforce training, outcomes for these programs are mixed. For some, non-degree programs are a faster, more affordable pathway to a good job, and, more importantly, a career that offers economic security--they represent the future of education. But for others, non-degree programs are a hyped-up distraction from degree attainment that leads to unemployment, underemployment, or employment in poverty-wage jobs with limited advancement opportunities--particularly for Black and Brown learners. The New Models for Career Preparation Project aims to help unlock the full potential of non-degree workforce training, especially at public community colleges where these programs are commonly found. This brief is the third in a three-part series that focuses on creating non-degree workforce programs. It describes data collection and data-driven continuous improvement strategies colleges should use regularly.

The Federal Pell Grant program, authorized by Title IV-A-1 of the Higher Education Act of 1965, (HEA; P.L. 89-329), as amended, is the single largest source of federal grant aid supporting undergraduate students. The program provided approximately $26 billion in aid to approximately 6.1 million undergraduate students in FY2021. Pell Grants are need-based aid that is intended to be the foundation for all federal need-based student aid awarded to undergraduates. In award year (AY) 2017-2018, 44% of undergraduates received Federal Pell Grants. 2 Unlike loans, students are not required to repay Pell Grants. This report provides descriptions of key elements of the Pell Grant program and information on recipient demographics, award levels, award value, program costs, and program funding prior to the effective date of the FSA, as amended. (For information on key changes authorized by the FSA that go into effect for award year 2024-2025, see CRS Report R46909, "The FAFSA Simplification Act" (ED617513)). The first section of this report addresses how the program works and describes the basic process for awarding Pell Grants, including the application process, student eligibility requirements, award rules and calculations, and the role of the institution of higher education (IHE) in the process. The subsequent sections provide information on recipient characteristics and the role the program plays in relation to other student aid. The report explains the complex Pell Grant funding streams and their implications. Finally, program costs and estimates are presented. In addition, the appendices provide historical Pell Grant award amounts (Appendix A), Pell Grant recipient counts (Appendix B), recent and future program funding (Appendix C), surplus and shortfall levels (Appendix D), and acronyms commonly used in the report (Appendix E).

Despite the growing demand and availability of non-degree workforce training, outcomes for these programs are mixed. For some, non-degree programs are a faster, more affordable pathway to a good job, and, more importantly, a career that offers economic security--they represent the future of education. But for others, non-degree programs are a hyped-up distraction from degree attainment that leads to unemployment, underemployment, or employment in poverty-wage jobs with limited advancement opportunities--particularly for Black and Brown learners. The New Models for Career Preparation Project aims to help unlock the full potential of non-degree workforce training, especially at public community colleges where these programs are commonly found. This brief is the second in a three-part series that focuses on creating non-degree workforce programs. It outlines approaches and strategies that colleges should use in the day-to-day process of administering a successful program.

Despite the growing demand and availability of non-degree workforce training, outcomes for these programs are mixed. For some, non-degree programs are a faster, more affordable pathway to a good job, and, more importantly, a career that offers economic security--they represent the future of education. But for others, non-degree programs are a hyped-up distraction from degree attainment that leads to unemployment, underemployment, or employment in poverty-wage jobs with limited advancement opportunities--particularly for Black and Brown learners. The New Models for Career Preparation Project aims to help unlock the full potential of non-degree workforce training, especially at public community colleges where these programs are commonly found. This brief is the first in a three-part series that focuses on creating non-degree workforce programs. It outlines approaches and strategies that colleges should use during the initial stage of deciding whether and how to offer a workforce program.

The Biden administration is developing regulations around gainful employment (GE) that would protect students from career-oriented college programs that don't adequately serve their students. A draft GE rule released earlier this year would require that graduates of certificate programs at public and nonprofit colleges and nearly all programs at for-profit colleges meet a debt-to-earnings test to be eligible for federal aid. Using debt to measure value involves major limitations, however, and programs with poor outcomes can pass a debt-to-earnings test if students finance their tuition with federal grant aid or out-of-pocket funds instead of loans. Using data to examine the effects of several thresholds, the authors analyze a tuition-to-earnings test for the GE rule and compare it with the effects of the Biden administration's proposed debt-to-earnings test. This test more directly measures what a program costs, is not affected by the share of students borrowing, and measures prices charged to all students regardless of the type or amount of federal aid they received. [Additional funding for this essay was provided by the Stand Together Trust.]

To counter learning loss and other effects of the COVID-19 pandemic, students deserve access to all available supports, including supplemental options. Unfortunately, access to supplemental options is just as disproportionate as the effects of the pandemic. Too many barriers stand between students and the supports that could help them recover and reengage in learning. Recent polling data shed light on the gap between parents' interest in supplemental options for their children and their access to them. The data highlight barriers that prevent students and families from accessing the full range of supports that can aid their recovery from the effects of the pandemic. Findings include: (1) an unmet demand for extracurricular options; and (2) information and cost are the most cited barriers to extracurricular participation, but other barriers also contribute. This report concludes with policy solutions that could help give more families access to every available resource to support their students, within and beyond the school day.

New student success interventions generate costs for colleges (for example, staff time and supplies). However, if they lead more students to remain enrolled, cause students to attempt more credits, and improve longer-term student outcomes, they can also generate tuition revenue and state funding (for public institutions in states that allocate funding based on enrollment, student outcomes, or both). Leaning on a robust body of evidence, this brief offers suggestions to policymakers, college administrators, and researchers for forecasting the financial impact of new interventions in postsecondary education, based on the interventions' costs and their ability to keep more students enrolled, generate tuition revenue and state funding, and improve outcomes.

Much of the policy debate emerging from concerns over student debt has focused on the structure and operation of income-driven repayment (IDR). As the number of available IDR plans and the share of borrowers enrolling in these plans has increased, the system has become more confusing and difficult to navigate. IDR has not prevented default problems, as early supporters hoped, or silenced the voices arguing that student debt is destroying the lives of too many borrowers.1 As demands for reducing the loan amounts borrowers must repay get stronger, it is useful to examine the logic behind IDR, the repayment system's strengths and weaknesses, and the reforms that could create a more sustainable and equitable public policy framework. This report reviews the history of support for IDR among policy experts and the gradual and haphazard development of current policies and analyzes potential reforms. It looks at proposals from other observers and analyze of the impacts of alternative approaches on borrowers in different circumstances and taxpayers, discussing the pros and cons of various modifications to the current system.

The Department of Education, Division of Community Colleges and Workforce Preparation, is preparing this report in response to the Skilled Iowa and Job Creation Fund for the state appropriation for Adult Basic Education and Adult Education Literacy (AEL) Programs (260C.50). This report was coordinated by the department with the assistance of Iowa's fifteen community colleges. The report compares AEL financial allocations, expenditures, and performance for fiscal year 2021 and 2022. The financial allocations for fiscal year 2022 include state appropriated funds for adult education and literacy as well as for English as a Second Language (ESL) programs. [For the 2021 report, see ED617870.]

A growing body of research demonstrating the benefits of high quality early care and education (ECE) programs for young children, particularly those in families with low incomes, has inspired a strong commitment from both federal and state officials to improve the quality of ECE programs nationwide. Policymakers, administrators, and program and center directors have limited guidance about how to fulfill this goal and would benefit from actionable information about the cost of high-quality care and the use of center-level resources to guide decision-making. The Office of Planning, Research, and Evaluation (OPRE) in the Administration for Children and Families contracted with Mathematica to carry out the Assessing the Implementation and Costs of High Quality Early Care and Education (ICHQ) project. Mathematica is gathering data and designing the ICHQ (pronounced I-check) measures for a broad range of users in the ECE field who are seeking insight into the relationship between a center's work, the cost of the services provided, and ECE quality. Draft measures were created through a multi-case study from 2015 to 2018 and are being tested for validity through a field test conducted in 2021. Once validated, the measures can inform decisions about how best to use resources at the center level to deliver and support high quality ECE. This brief addresses the following questions: (1) What are the ICHQ measures?; (2) Who can use the ICHQ measures?; and (3) What are the ICHQ project activities and products?

Large numbers of students who enroll in college do not complete a degree. If students attribute their academic challenges to a perceived lack of intelligence or inability to succeed in college, they may be less likely to persist. "Growth Mindset" interventions aim to improve college persistence and academic achievement by encouraging students to view intelligence as a "malleable" characteristic that grows with effort, and to view academic challenges as temporary setbacks that they can overcome. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of "Growth Mindset" interventions on postsecondary students' academic achievement, college enrollment, and progressing in college. The WWC identified 15 studies of "Growth Mindset" interventions. Six of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of Growth Mindset interventions on postsecondary students--including Black, White, Hispanic, first-generation, and Pell grant-eligible students--in both public and private postsecondary settings. This Intervention Brief provides an overview of the full Intervention Report. [For the Intervention Report, see ED617271. For the Intervention Report Snapshot, see ED617278.]

Large numbers of students who enroll in college do not complete a degree. Yet, earning a college degree is one of the primary pathways for economic success and is increasingly required for good jobs and high wages. The way students interpret early academic struggles in college may affect whether or not they remain enrolled. If students attribute their academic challenges to a perceived lack of intelligence or inability to succeed in college, they may be less likely to persist. "Growth Mindset" interventions aim to improve college persistence and academic achievement by encouraging students to view intelligence as a "malleable" characteristic that grows with effort, and to view academic challenges as temporary setbacks that they can overcome. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of "Growth Mindset" interventions on postsecondary students' academic achievement, college enrollment, and progressing in college. The WWC identified 15 studies of "Growth Mindset" interventions. Six of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of Growth Mindset interventions on postsecondary students--including Black, White, Hispanic, first-generation, and Pell grant-eligible students--in both public and private postsecondary settings. [For the Intervention Brief, see ED617275. For the Intervention Report Snapshot, see ED617278.]

"Project QUEST" ("Quality Employment through Skills Training") provides comprehensive support services to help participants complete occupational training programs at local community colleges and professional training institutes, pass certification exams, and obtain well-paying jobs in targeted sectors of the local economy. This What Works Clearinghouse™ (WWC) report, part of the WWC's Postsecondary Career and Technical Education topic area, explores the effects of "Project QUEST" on education and labor market outcomes. The WWC identified five studies of "Project QUEST." Three of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of "Project QUEST" on students enrolled in occupational training programs--including Asian, Black, White, and Hispanic students--in community colleges and professional training institutes in urban, suburban, and rural settings. This Intervention Brief provides an overview of the full Intervention Report. [For the Intervention Report, see ED615787. For the Intervention Snapshot, see ED615790.]

"Project QUEST" ("Quality Employment through Skills Training") provides comprehensive support services to help participants complete occupational training programs at local community colleges and professional training institutes, pass certification exams, and obtain well-paying jobs in targeted sectors of the local economy. "Project QUEST" started in 1992 in San Antonio, Texas, and has been adapted in other locations in Texas and Arizona under different names, including "VIDA" ("Valley Initiative for Development and Advancement") in the Rio Grande Valley of Texas, "Capital IDEA" in Austin, Texas and Houston, Texas, "Project ARRIBA" ("Advanced Retraining & Redevelopment Initiative in Border Areas") in El Paso, Texas, and "JobPath" in Tucson, Arizona. This What Works Clearinghouse™ (WWC) report, part of the WWC's Postsecondary Career and Technical Education topic area, explores the effects of "Project QUEST" on education and labor market outcomes. The WWC identified five studies of "Project QUEST." Three of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of "Project QUEST" on students enrolled in occupational training programs--including Asian, Black, White, and Hispanic students--in community colleges and professional training institutes in urban, suburban, and rural settings. [For the Intervention Brief, see ED615789. For the Intervention Snapshot, see ED615790.]

The goal of this brief is to provide school district and school staff with tools to help make more effective and efficient use of resources, particularly American Rescue Plan ESSER III funding. ESSER III funding offers districts and schools an opportunity to not only support their immediate needs of safely reopening schools to in-person instruction and addressing learning loss due to COVID-19-related interruptions to schooling, but also leverage opportunities for planning and restructuring for long-term improvement. Cost-effectiveness (CE) analysis is a tool that may be used by districts and schools to compare the costs and effectiveness of two or more program alternatives with similar objectives. CE analysis requires both a detailed accounting of the costs of each alternative and a common outcome that may be compared across the alternatives under consideration. This brief provides an introduction to CE analysis, including the five steps for conducting a CE study.

This report provides descriptions of key elements of the Pell Grant program and information on recipient demographics, award levels, award value, program costs, and program funding prior to the effective date of the Free Application for Federal Student Aid (FAFSA) Simplification Act (FSA). For information on key changes authorized by the FSA that go into effect for award year 2023-2024, see CRS Report R46909, "The FAFSA Simplification Act" (ED617513). The first section of this report addresses how the program works and describes the basic process for awarding Pell Grants including the application process, student eligibility requirements, award rules and calculations, and the role of the institution of higher education (IHE) in the process. The subsequent sections provide information on recipient characteristics and the role the program plays in relation to other student aid. The report explains the complex Pell Grant funding streams and their implications. Finally, program costs and estimates are presented. In addition, the appendices provide historical Pell Grant award amounts, Pell Grant recipient counts, recent and future program funding, surplus and shortfall levels, and acronyms commonly used in the report.

Each year, Austin Independent School District Department of Research and Evaluation (DRE) staff develop a plan of work to describe the scope of work for the coming year. The plans that make up this document identify programs to be evaluated and services to be provided by DRE staff and provide the blueprints for evaluation that staff will follow throughout the year.

Inquiry-based science interventions aim to improve students' science proficiency by helping them understand scientific processes. In these interventions, students conduct hands-on investigations of science concepts and everyday phenomena, construct explanations for what they observe, consider alternative explanations, and communicate and justify their proposed explanations. Because implementing inquiry-based science instruction is challenging, the Smithsonian Science Education Center (SSEC) developed "Leadership and Assistance for Science Education Reform" (LASER), a program designed to build capacity for effectively implementing inquiry-based science curricula in schools and districts. When participating in LASER, school or district teams attend leadership development institutes to plan the implementation of inquiry-based science curricula. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Primary Science topic area, explores the effects of LASER on science achievement. The WWC identified two studies of LASER. One of these studies meets WWC standards. The evidence presented in this report is from one study of the effects of LASER on students, including 44% Hispanic, 31% White, 19% Black, 3% American Indian/Alaska Native, and 2% Asian students. LASER was implemented in grade 3 and 6 classrooms at the start of the study with outcomes measured after 3 years of implementation when students were in grades 5 and 8. Study schools were located in 16 urban, suburban, and rural school districts in New Mexico, North Carolina, and Texas. This intervention brief provides an overview of the full report. [For the Intervention Report, see ED614848. For the Intervention Snapshot, see ED614849.]

Inquiry-based science interventions aim to improve students' science proficiency by helping them understand scientific processes. In these interventions, students conduct hands-on investigations of science concepts and everyday phenomena, construct explanations for what they observe, consider alternative explanations, and communicate and justify their proposed explanations. Because implementing inquiry-based science instruction is challenging, the Smithsonian Science Education Center (SSEC) developed "Leadership and Assistance for Science Education Reform" (LASER), a program designed to build capacity for effectively implementing inquiry-based science curricula in schools and districts. When participating in LASER, school or district teams attend leadership development institutes to plan the implementation of inquiry-based science curricula. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Primary Science topic area, explores the effects of LASER on science achievement. The WWC identified two studies of LASER. One of these studies meets WWC standards. The evidence presented in this report is from one study of the effects of LASER on students, including 44% Hispanic, 31% White, 19% Black, 3% American Indian/Alaska Native, and 2% Asian students. LASER was implemented in grade 3 and 6 classrooms at the start of the study with outcomes measured after 3 years of implementation when students were in grades 5 and 8. Study schools were located in 16 urban, suburban, and rural school districts in New Mexico, North Carolina, and Texas. [For the Intervention Brief, see ED614850. For the Intervention Snapshot, see ED614849.]

The Craft of Writing (CoW) is an intervention aimed at improving the writing skills, writing self-efficacy and writing creativity (ideation) of primary school pupils by developing teachers as 'writers' and improving their own writing practice and their teaching of writing. This intervention was delivered to Year 5 pupils between June 2018 and July 2019 by the University of Exeter, the Open University and Arvon, a creative writing charity. This evaluation was designed to estimate the effect of participating in the Craft of Writing (CoW) over the course of one school year on pupils' writing skills. The CoW is an intervention to develop teachers as writers, thereby improving their own writing practice and their teaching of writing (more details below in the Intervention section). This trial was designed as a two-arm clustered randomised trial with randomisation occurring at the level of the school. This level of randomisation was selected since entire classes participate in the programme and thus the risk of contamination within schools is very high. The two arms were: (1) participation in the CoW (treatment); and (2) business-as-usual (control). Blocking was used in the randomisation to improve cross-arm comparability of schools, to improve precision of estimates, and to allow schools that sign up early to receive their allocation sooner than they otherwise would (this is important because of the nature of the intervention requiring as much notice of allocation as possible to be given to teachers, given it requires activity outside of their normal working hours; see the Intervention section for more details). Initially, the authors had planned to look at the long-term effects of participating in the CoW after one further year, looking at results from the end of KS2 national curriculum tests in English grammar, punctuation and spelling. [This report was produced with the Behavioural Insights Team of the University College London (UCL) (United Kingdom), Institute of Education (IOE). The Royal Society of Arts (RSA) contributed to funding for this evaluation.]

Large numbers of U.S. students lack proficiency in science, and students from different racial/ethnic and socioeconomic groups show disparities in science achievement. Science knowledge and skills are important for both academic and workplace success, and a variety of interventions have been developed to improve student achievement in science. These interventions include professional development programs for teachers that are designed to change teachers' content knowledge or classroom instruction in science. "Science Teachers Learning through Lesson Analysis" ("STeLLA"®) is a professional development program, developed by BSCS Science Learning, that aims to improve students' science achievement by improving teachers' science content knowledge and their abilities to: (1) explain science concepts to students; (2) clearly identify to students the science concepts used in student learning activities; and (3) engage students in thinking about science. The What Works Clearinghouse (WWC) intervention report, part of the WWC's Primary Science topic area, explores the effects of "STeLLA"® on science achievement. The WWC identified three studies of "STeLLA"®. One of these studies meets WWC standards. The evidence presented in this report is from one study of the effects of "STeLLA"® on students--including 59% White, 4% Black, 2% Asian, and 28% Hispanic students--in grades 4 and 5 in urban, suburban, and rural schools in Colorado. This intervention brief provides an overview of the full report. [For the full report, see ED612711. For the Intervention Snapshot, see ED612713.]

Large numbers of U.S. students lack proficiency in science, and students from different racial/ethnic and socioeconomic groups show disparities in science achievement. Science knowledge and skills are important for both academic and workplace success, and a variety of interventions have been developed to improve student achievement in science. These interventions include professional development programs for teachers that are designed to change teachers' content knowledge or classroom instruction in science. "Science Teachers Learning through Lesson Analysis" ("STeLLA"®) is a professional development program, developed by BSCS Science Learning, that aims to improve students' science achievement by improving teachers' science content knowledge and their abilities to: (1) explain science concepts to students; (2) clearly identify to students the science concepts used in student learning activities; and (3) engage students in thinking about science. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Primary Science topic area, explores the effects of "STeLLA"® on science achievement. The WWC identified three studies of "STeLLA"®. One of these studies meets WWC standards. The evidence presented in this report is from one study of the effects of "STeLLA"® on students--including 59% White, 4% Black, 2% Asian, and 28% Hispanic students--in grades 4 and 5 in urban, suburban, and rural schools in Colorado. [For the Intervention Brief, see ED612712. For the Intervention Snapshot, see ED612713.]

"University of Chicago School Mathematics Project (UCSMP)" is a core mathematics curriculum that includes materials and a routinized instructional approach with an option for teacher training. The curriculum uses an inquiry-based approach with a focus on active learning where students frequently engage in hands-on activities and small-group activities. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Primary Mathematics topic area, explores the effects of "UCSMP" on general mathematics and algebra outcomes. This review focuses on studies of two "UCSMP" courses that are eligible for review under the Primary Mathematics topic area: "Pre-Transition Mathematics" and "Transition Mathematics." "Pre-Transition Mathematics" teaches arithmetic, algebra, geometry, probability, and statistics. "Transition Mathematics" teaches more advanced arithmetic, algebra, and geometry, and connects these areas to measurement, probability, and statistics. The WWC identified 11 studies of these two "UCSMP" courses. Three of these studies meet WWC standards. The evidence presented in this report is from studies of the effects of "UCSMP" on students--including 3% Asian, 4% Black, 61% White, and 21% Hispanic students-- in grades 6 to 9 in urban, suburban, and rural school districts. [For the Intervention Brief, see ED612679. For the Intervention Snapshot, see ED612680.]

"University of Chicago School Mathematics Project (UCSMP)" is a core mathematics curriculum that includes materials and a routinized instructional approach with an option for teacher training. The curriculum uses an inquiry-based approach with a focus on active learning where students frequently engage in hands-on activities and small-group activities. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Primary Mathematics topic area, explores the effects of "UCSMP" on general mathematics and algebra outcomes. This review focuses on studies of two "UCSMP" courses that are eligible for review under the Primary Mathematics topic area: "Pre-Transition Mathematics" and "Transition Mathematics." "Pre-Transition Mathematics" teaches arithmetic, algebra, geometry, probability, and statistics. "Transition Mathematics" teaches more advanced arithmetic, algebra, and geometry, and connects these areas to measurement, probability, and statistics. The WWC identified 11 studies of these two "UCSMP" courses. Three of these studies meet WWC standards. The evidence presented in this report is from studies of the effects of "UCSMP" on students--including 3% Asian, 4% Black, 61% White, and 21% Hispanic students--in grades 6 to 9 in urban, suburban, and rural school districts. This intervention brief provides an overview of the full report. [For the full report, see ED612678. For the Intervention Snapshot, see ED612680.]

"Bottom Line" provides intensive advising for low-income high school students, most of whom are the first in their family to go to college. The advising is designed to help students apply for college and financial aid and select a high-quality, affordable institution. For students who attend one of "Bottom Line's" target colleges which they identified as providing a high-quality education at an affordable price, "Bottom Line" continues to provide regular support to students on campus for up to six years. This What Works Clearinghouse (WWC) report, part of the WWC's Transition to College topic area, explores the effects of "Bottom Line" on enrolling and progressing in college. The WWC identified two studies of "Bottom Line," one of which meets WWC standards. The evidence presented in this report is from one study of the impact of "Bottom Line" on high school and college students--including African-American, Hispanic, and Asian students--based in Boston, New York City, and Worcester, Massachusetts. [For "Bottom Line. Intervention Brief. Transition to College Topic Area. NCEE 2021-013," see ED612307. For "Bottom Line. Intervention Snapshot. Transition to College Topic Area. NCEE 2021-013," see ED612308.]

"Bottom Line" provides intensive advising for low-income high school students, most of whom are the first in their family to go to college. The advising is designed to help students apply for college and financial aid and select a high-quality, affordable institution. For students who attend one of "Bottom Line's" target colleges, which they identified as providing a high-quality education at an affordable price, "Bottom Line" continues to provide regular support to students on campus for up to six years. This What Works Clearinghouse (WWC) report, part of the WWC's Transition to College topic area, explores the effects of "Bottom Line" on enrolling and progressing in college. The WWC identified two studies of "Bottom Line," one of which meets WWC standards. The evidence presented in this report is from one study of the impact of "Bottom Line" on high school and college students--including African-American, Hispanic, and Asian students--based in Boston, New York City, and Worcester, Massachusetts. This intervention brief provides an overview of the full report. [For "Bottom Line. Intervention Report. Transition to College Topic Area. NCEE 2021-013," see ED612306. For "Bottom Line. Intervention Snapshot. Transition to College Topic Area. NCEE 2021-013," see ED612308.]

"Literacy Design Collaborative" aims to help teachers improve their effectiveness in the classroom with a focus on supporting their literacy instruction. "Literacy Design Collaborative" provides professional development, coaching, and resources to support teachers to work collaboratively in their schools to create and use high-quality literacy instruction materials aimed at improving students' reading, research, and writing skills. Teachers across content areas--including English language arts, social studies, and science--can use the "Literacy Design Collaborative" program. This What Works Clearinghouse (WWC) report, part of the WWC's Teacher Excellence topic area, explores the effects of the "Literacy Design Collaborative" program on student achievement. The WWC identified five studies of "Literacy Design Collaborative." Three of these studies meet WWC standards. The evidence presented in this report is from three studies of the effects of "Literacy Design Collaborative" on racially, ethnically, and geographically diverse student samples--in grades 4 through 8--in schools in Kentucky, New York City, and a school district on the West Coast. This intervention brief provides an overview of the full report. [For the full report, see ED611262. For the Intervention Snapshot, see ED611264.]

"Literacy Design Collaborative" aims to help teachers improve their effectiveness in the classroom with a focus on supporting their literacy instruction. "Literacy Design Collaborative" provides professional development, coaching, and resources to support teachers to work collaboratively in their schools to create and use high-quality literacy instruction materials aimed at improving students' reading, research, and writing skills. Teachers across content areas--including English language arts, social studies, and science--can use the "Literacy Design Collaborative" program. This What Works Clearinghouse (WWC) report, part of the WWC's Teacher Excellence topic area, explores the effects of the "Literacy Design Collaborative" program on student achievement. The WWC identified five studies of "Literacy Design Collaborative." Three of these studies meet WWC standards. The evidence presented in this report is from three studies of the effects of "Literacy Design Collaborative" on racially, ethnically, and geographically diverse student samples--in grades 4 through 8--in schools in Kentucky, New York City, and a school district on the West Coast. [For the Intervention Brief, see ED611263. For the Intervention Snapshot, see ED611264.]

The "Promoting Alternative THinking Strategies (PATHS®)" program is a curriculum that aims to promote emotional and social competencies and to reduce aggression and behavior problems in elementary school children. "PATHS"® is delivered through short lessons given two to three times a week over the school year. The program is based on the principle that understanding and regulating emotions are central to effective problem solving. The lessons focus on: (1) self-control; (2) emotional literacy; (3) social competence; (4) positive peer relations; and (5) interpersonal problem-solving skills. There is a separate curriculum for each grade. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Supportive Learning Environment topic area, explores the effects of the "PATHS"® program on student emotional awareness, social interactions, behavior, and academic achievement. The WWC identified 35 studies of the "PATHS"® program. Two of these studies meet WWC standards. The evidence presented in this report is from studies of the effects of the "PATHS"® program on students-- including 70% White, 11% Asian, and 8% Black students, and students with and without disabilities--spanning grades 1 through 5 in both urban and suburban districts. This intervention brief provides an overview of the full report. [For the full report, see ED611242. For the Intervention Snapshot, see ED611244.]

The "Promoting Alternative THinking Strategies (PATHS®)" program is a curriculum that aims to promote emotional and social competencies and to reduce aggression and behavior problems in elementary school children. "PATHS"® is delivered through short lessons given two to three times a week over the school year. The program is based on the principle that understanding and regulating emotions are central to effective problem solving. The lessons focus on: (1) self-control; (2) emotional literacy; (3) social competence; (4) positive peer relations; and (5) interpersonal problem-solving skills. There is a separate curriculum for each grade. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Supportive Learning Environment topic area, explores the effects of the "PATHS"® program on student emotional awareness, social interactions, behavior, and academic achievement. The WWC identified 35 studies of the "PATHS®" program. Two of these studies meet WWC standards. The evidence presented in this report is from studies of the effects of the "PATHS"® program on students--including 70% White, 11% Asian, and 8% Black students, and students with and without disabilities--spanning grades 1 through 5 in both urban and suburban districts. [For the Intervention Brief, see ED611243. For the Intervention Snapshot, see ED611244.]

This paper presents a new estimate that pre-primary school closures in 2020 may cost today's young children US$ 1.6 trillion in lost earnings over their lifetimes. However, most low-and-middle income countries are leaving pre-primary education out of their responses to COVID-19. This paper also draws lessons from accelerated, bridging, and remedial programmes on how introducing or expanding these transition programmes in the early years can mitigate the long-term impact on learning from pre-primary school closures.

The Department of Education, Division of Community Colleges and Workforce Preparation, is preparing this report in response to the Skilled Iowa and Job Creation Fund for the state appropriation for Adult Basic Education and Adult Education Literacy (AEL) Programs (260C.50). This report was coordinated by the department with the assistance of Iowa's fifteen community colleges. The report compares AEL financial allocations, expenditures, and performance for fiscal year 2020 and 2021. The financial allocations for fiscal year 2021 includes state appropriated funds for adult education and literacy as well as for English as a Second Language (ESL) programs. [For "Adult Education and Literacy Annual Report: Fiscal Year 2020 (July 1, 2019 to June 30, 2020)," see ED614618.]