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

IPR Policy Briefing

Supported with funding from the Joyce Foundation

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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


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

View presentation slides PDF icon (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.