This study evaluated the feasibility and potential efficacy of a family-based intervention to improve physical activity (PA) and fundamental movement skills (FMS) in preschoolers and modify parenting PA behaviors by using a cluster randomized controlled trial. Underpinning the social cognitive theory, the components of the intervention included…

A growing body of research provides evidence that quality early childhood experiences can affect a host of life outcomes. Equally well documented is the variation in the quality of prekindergarten (pre-K) programs offered to children. In this study, I use a fuzzy regression discontinuity approach to evaluate the efficacy of transitional…

The Roma are facing serious disadvantages in education in Romania, where segregated schooling and lack of quality education are two main factors contributing to de facto exclusion from the education system. In an effort to compensate for this missing commitment of the formal education system, non-governmental organizations (NGOs) provide…

Community colleges continue to increase their efforts to better serve students who enter their institutions with limited basic math, reading, or writing skills. In 2015, MDRC partnered with the Texas Coordinating Higher Education Board on a study to examine how colleges implemented state guidelines for students scoring below ninth-grade…

The field of Adult Literacy and Numeracy (ALN) has an evidence problem. This paper analyses that problem through the lens of three overarching types of evidence available to researchers and policymakers: Type 1 evidence, which provides descriptions of the scope of social problems; Type 2 evidence measuring the impacts of programmes addressing…

The experiences and learning opportunities children are exposed to in pre-K give them a boost as they enter school. However, the positive effects of pre-K attendance on children's academic and cognitive skills become smaller and sometimes disappear by third grade due to non-attenders "catching-up" to their peers. To make pre-K programs…

Adult education's mission is a critical one. It seeks to provide the large and diverse population of adults who lack basic skills, a high school credential, or English language skills with the competencies they need to be productive workers, family members, and citizens. Federally funded adult education serves learners in three types of programs:…

This paper reports findings from a researcher-practitioner partnership (2015-18) that examined how adult education providers in Chicago, Houston, and Miami are designing and implementing career pathways (CP) programming, particularly for immigrants and adults with limited education. This Institute of Education Sciences-funded study was the first…

The ageing labour force, and concerns with productivity and social inclusion have driven foundation skills policy development in Australia and internationally (SCOTESE 2012; Newton 2016). However, little existing literature focusses on the relationships between foundation skills, community education providers and regional location. Thus, this…

Title II of the Workforce Innovation and Opportunity Act of 2014 directs the federal government to conduct a national assessment of adult education, including activities to understand the extent to which adult education strategies positively affect learners. A systematic review of the research on the effectiveness of particular strategies in adult…

This report documents the implementation and early impacts of the Workforce Training Academy Connect (WTA Connect) program, operated by Des Moines Area Community College (DMACC) in Des Moines, Iowa. WTA Connect aimed to help low-income, low-skilled adults access and complete occupational training that can lead to increased employment and higher…

Proficiency in fundamental motor skills (FMS) is important for both the health and the overall growth and development of young children. To identify factors that facilitate the development of FMS, the study provided preliminary data on the effect of videomodeling (VM) on the acquisition of FMS by typically developing young children. Participants…

Defined as language, literacy and numeracy, and employability skills, foundation skills are essential for individuals to participate in further education, employment and wider society. Community education providers, such as community colleges, neighbourhood houses, faith-based organisations and adult learning associations, are key providers of…

To date, the large body of literature on the provision of education in prison has received the most empirical attention and has produced mixed results; however, there is some evidence that indicates participation in vocational or academic programming is related to modest reductions in recidivism after release. For those receiving correctional…

A growing body of research has established incremental rehearsal (IR) as an effective intervention for teaching basic skills in various student populations. However, there have been no published studies to date in which interventionists have been school-based personnel rather than researchers. In this study, a paraprofessional implemented IR with…