EDC has been awarded $10.8 million by the National Office of Head Start to establish early childhood education centers and offer training, support, and assistance to Head Start and Early Head Start programs in Connecticut, Maine, Massachusetts, and Rhode Island.
EDC has been awarded $2.2 million by the U.S. Department of Education’s Institute of Education Sciences to evaluate the effectiveness of a writing curriculum for grades 3 through 12 called The Writers’ Express.
New research from the Regional Educational Laboratory Northeast and Islands (REL-NEI) points to links between student and school variables and 10th-grade Hispanic students’ scores on the Massachusetts Comprehensive Assessment System (MCAS) English language arts (ELA) and mathematics tests from 2002 to 2006.
EDC is evaluating a service for Medicaid patients that seeks to stem the flow of frequent but potentially preventable hospitalizations and emergency room visits by providing patients with a place to receive patient-centered care.
Safe in the City, a program designed and evaluated by EDC has been chosen by the Centers for Disease Control and Prevention for inclusion in The 2008 Compendium of Evidence-based HIV Prevention Interventions.
Over the next 18 months, EDC will investigate how universities work with school districts to train principals, and which features of that partnership work best. The Wallace Foundation has awarded EDC $1.2 million to explore university-district preparation programs, using surveys, interviews, and observations to document the kinds of curricula, field experiences, and recruitment practices used in the programs.
Where do teachers find good material for geography, science, and social studies lessons? National Geographic is often a first choice. The venerable magazine has a trove of materials available online—from lesson plans to printer-friendly maps to interactive games and activities. When it was time for National Geographic to update its educational Web sites, the media company turned to EDC’s Center for Children and Technology.
How can districts reduce teacher turnover? What math programs work for children with disabilities? Can high school administrators increase parent involvement? These are just a few of the questions educators and policymakers wrestle with as they work to meet federal requirements while also educating an increasingly diverse student body. To aid states, the federal government’s Institute of Education Sciences supports regional educational labs that develop and share the best in educational research.
Throughout its 25-year history, EDC’s Center for
Children and Technology (CCT) has worked to strike a balance between
promoting the potential of new technologies to significantly improve
public education and respecting the traditional knowledge and culture
of public schools and classroom teachers. This attention to local
relevance is not limited to CCT, however—it’s a vital part of EDC’s
work in the education and health fields. EDC staff approach every
research project as a genuine collaboration between staff researchers
and school personnel.
Many important health promotion campaigns are not as effective as they could be because health professionals and educators are unfamiliar with the communications strategies that will help them get their message out to their intended audiences, according to health communications experts at EDC.
Since 1997, EDC has been working to improve literacy instruction in Guinea as part of a comprehensive school reform program known as the Fundamental Quality and Equity Levels (FQEL) Project, funded by the US Agency for International Development (USAID).
New educational methods inevitably set off debates, and
“inquiry science instruction” provides a classic case. Over the
past two decades, proponents of inquiry science, sometimes
referred to as “hands-on science,” laud it as an engaging
and interactive teaching method. Critics lambaste it as an
absence of instruction, unconcerned about scientific facts or
When students who will be entering the New Bedford Global Learning Charter School this fall sat down earlier this summer to have their literary skills assessed, they were providing information that will help shape curriculum and teachers’ professional development at this new school set to open its doors in September.
Some researchers approach schools with a certain level of arrogance: ‘We know what’s right, and we think we’ll make your lives better if only you’ll let us.’ It’s well intentioned but it’s very misguided. We have a different mindset at EDC; we hold firm to the notion that our collaborations need to be done in partnership and that our work is not about importing knowledge into a district.
EDC today released an independent evaluation of IBM’s Reinventing Education Program which indicates that investments in educational technology are yielding gains in student performance, teaching quality, and school management. The three-year study was conducted by EDC’s Center for Children and Technology (CCT) based in New York City.
A coalition of educators committed to supporting excellence in teaching, NBPTS has established nationwide teaching standards at all levels of preK-12 education. In 1994, NBPTS contracted with the Center for Children and Families (CC&F) at EDC to design, field-test, and implement an assessment process for early childhood teachers.