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 authors share the findings of an EDC study that investigated whether the Child Safety Collaborative Innovation and Improvement Network framework could be applied in the field of injury and violence prevention to reduce fatalities, hospitalizations and emergency department visits among 0–19-year-olds.
This brief provides insights into formal and informal support that child care providers’ seek and receive to help them form successful collaborations.
This tool supports partnerships between school districts and principal training program providers in areas such as the quality of their communications and collaboration.
This snapshot presents findings from an EDC study on child care collaboration conducted in Maryland and Vermont.
This resource focuses on building high-quality teaching and learning within a distance-based system.
Addressing Corruption in Education: A Toolkit for Youth from Youth was developed in the framework of the United States Agency for International Development (USAID) funded Europe & Eurasia Social Legacy Program (E&E SLP).
This annotated bibliography features a “starter set” of key research reports, practice briefs, policy papers, and tools to inform efforts to strengthen elementary science in schools and communities.
Authored by EDC and the National Institute for Early Education Research, this brief looks at state policies and regulations regarding pre-K expansion that have the potential to positively impact child care quality and access for low-income working families.
For two years, the Innovative Technology Experiences for Students and Teachers (ITEST) Learning Resource Center at EDC and the ITEST community engaged in a collaborative exploration of evidence-bas
In this brief, the authors examine potential differences between child care providers engaged in formal collaborations organized through state-level initiatives versus informal collaborations that are self-directed.