EDC’s staff provides expertise in education and social science research. We design and conduct large-scale randomized controlled trials, quasi-experimental evaluations, research syntheses, and secondary data analyses.
Our staff also has extensive experience in conducting surveys and formative and marketing research, including focus groups and interviews. Findings are used to inform policy and program strategies as well as to identify communication strategies, provide input on how programs are working, and determine what actions are needed to promote education, health, and livelihoods.
This brief presents findings from a 2014 CADRE study of early career STEM education researchers and veteran principal investigators and their experiences with early career mentoring, either of them
This report examines concerns about the technology readiness of adolescent learners for college and career, and it identifies effective ways to use technology to personalize a student’s learning ex
The Possible Worlds website offers free digital games and instructional resources to help middle school science teachers address students’ persistent misconceptions.
This report presents highlights and findings from EDC’s administration of the MetroWest Adolescent Health Survey to 24,355 high school students in 26 Massachusetts communities in 2014.
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
EDC conducted a research study in the Democratic Republic of Congo to test the effects of teacher knowledge and practice on student learning.
This report covers EDC’s process evaluation of Year 1 of the iDesign project, a three-year NSF ITEST-funded project to engage underrepresented youth in designing interactive, culturally and sociall
This report presents detailed descriptions of five guidelines for schools and districts to consider as they draw upon interactive mobile technologies to promote students’ mathematical thinking.
This briefing paper addresses two questions: