At EDC, we are skilled at applying evidence to inform policies on a wide range of issues. We use data and incorporate multiple perspectives into briefings, white papers, and consultations that inform discussions and lead to concrete actions for government and community initiatives.
We support policy implementation and change management processes, building public will and addressing financing, workforce, and other challenges. We bring together diverse working groups and work with policymakers at multiple levels, including local school and clinic administrators as well as decision makers in ministries and federal agencies.
No matter where our efforts are aimed, we demonstrate a longstanding commitment to collaboration and informed policy improvements that are grounded in science, knowledge, evidence, and experience.
The Committee on Successful Out-of-School STEM Learning, appointed by the National Research Council’s Board on Education, was charged with identifying effective out-of-school STEM settings and prog
This guide is designed to assist emergency department (ED) health care professionals with decisions about the care of patients at risk of suicide.
This resource library is a collection of readings, tools, videos, and webinars to help users understand and implement the Zero Suicide Initiative.
In 2007, Massachusetts became the first state to receive federal funds through the Substance Abuse and Mental Health Services Administration (SAMHSA) to address unintended fatal and nonfatal opioid
This resource library contains reports, evaluations, and toolkits produced by Community for Advancing Discovery Research in Education (CADRE) partners and principal investigators with DR K–12 grant
This toolkit was developed for use in states and districts taking part in Wallace Foundation-funded efforts to improve school leadership.
Developed by EDC, this set of eight briefs outlines research related to the challenges and recommendations for K–12 STEM education.
Drawing on a decade of research, EDC analyzed the impact of partnerships among early childhood education programs on the accessibility and quality of services for young children—particularly childr