Children's Achievement: What Does the Evidence Say About Teachers, Pre-K Programs, and Economic Policies

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IPR Policy Briefing

Supported with funding from the Joyce Foundation

As the push for—and debate over—evidence-based interventions continues in the field of education, three national experts from Northwestern University’s Institute for Policy Research take stock of what the best available evidence-based research can tell us about those programs and policies that work, including programs one might not necessarily associate with improving children’s academic achievement.

Speakers and Presentations

“Teachers: How Much Difference Do They Make and for Whom?”

by Larry V. Hedges, IPR Faculty Fellow and Board of Trustees Professor of Statistics and Social Policy.

“Pre-K Programs: Which Ones Make a Difference?”

by Thomas D. Cook, IPR Faculty Fellow; Joan and Sarepta Harrison Chair in Ethics and Justice; Professor of Sociology, Psychology, and Human Development and Social Policy.

“Family Economic Policies: Which Ones Raise Children’s Achievement?”

by Greg J. Duncan, IPR Faculty Fellow and Edwina S. Tarry Professor of Education and Social Policy

Moderator:

Therese McGuire, IPR Faculty Fellow, Professor of Management and Strategy, Kellogg

View presentation slides  (pdf)

Complete video (RealMedia)
(41:44 min.)

Friday, May 19
12:00-1:30 p.m.

Room B338, Rayburn House Office Building
Washington, D.C.