Hayden Library - PN1995.9.W6 H68 2019

Dewey Library - PN1998.3.M36855 G46 2019

Dewey Library - PN1995.9.D6 A33 2019

Dewey Library - PN1993.5.C4 H824 2020

Dewey Library - PN1993.5.I8 P38 2019

Dewey Library - PN1995.9.I34 H65 2019

Dewey Library - PN1995.9.C546 S769 2019

Online Resource

Hayden Library - PN1995.9.P7 C466 2018

Hayden Library - PN1993.5.A7 L67 2018

Hayden Library - PN1998.3.K58 S23 2018

Hayden Library - PN1995.9.I49 T66 2018

Hayden Library - PN1995.9.S8 R57 2019

Hayden Library - PN1995.9.M67 M33 2018

Hayden Library - PN1998.3.J523 S83 2018

Hayden Library - PN1995.9.S45 M27 2018

Hayden Library - PN1995.9.P76 W66 2018

Barker Library - PN1995.9.L48 S57 2018

Hayden Library - PN1995.B78 2018

Hayden Library - PN1993.5.U6 D525 2018

Hayden Library - PN1993.5.H6 H79 2018

Hayden Library - PN1995.9.D6 U395 2018

Hayden Library - PN1995.9.D6 K57 2018

Hayden Library - PN1995.9.P6 G75 2018

Hayden Library - PN1993.5.C4 F36 2019

Hayden Library - PN1993.5.U6 C5285 2018

Hayden Library - PN1995.9.I42 H65 2018

Dewey Library - PN1993.5.A75 M3 2020

Dewey Library - PN1993.5.I8 G47 2019

Dow, Alechia, author

Doescher, Ian, author

Doescher, Ian, author

Gough, Erin, author

Jocelyn, Marthe, author

Barnett, Mac, author

In 1968, Mathematica led the nation’s first major social research experiment, helping to spur a revolution in the application of social science to public policies and programs. For more than four decades, social scientists have revised and refined those methods, but the gold standard for research remained much the same.

Australia is the only country in the world that regularly collects comprehensive information about the holistic development of every child entering its schools. This information, gathered through the Australian Early Development Census (AEDC), guides national and state policy and informs program development. Over the past 12 years, AEDC data have shown progress in reaching the most vulnerable children. The AEDC, along with population-based measurement more broadly, is useful for the United States because it can inform current discussions of equity in access to early childhood services.

Significant attention has been focused on helping beneficiaries of Supplemental Security Income (SSI) and Social Security Disability Insurance (SSDI) participate in the work force. Increased work activity for these beneficiaries can increase self-sufficiency and reduce reliance on federal benefits, while simultaneously reducing federal outlays. Despite these efforts, work activity among beneficiaries has not increased substantially in recent decades. Three studies sponsored by the Social Security Administration’s Disability Research Consortium provide new information on work activity among SSI and SSDI beneficiaries and offer insights about the barriers they face in pursuing work.

The current earnings rules for Social Security Disability Insurance (DI) specify that, after using available work incentives, DI beneficiaries are not owed a DI benefit check if they earn more than a certain threshold. The Benefit Offset National Demonstration (BOND) tested a design intended to encourage DI beneficiaries to work by replacing the so-called cash cliff with a ramp—a $1 reduction in benefits for every $2 of additional earnings. BOND simultaneously tested the new rules with two groups: a nationally representative sample of DI beneficiaries and a group of recruited and informed volunteers—those thought to be most likely to earn more than the earnings threshold. Results from the five-year evaluation of BOND are now available for both groups.

In the past two decades, many federal and state Medicaid initiatives have been designed to rebalance the long-term services and supports (LTSS) system by increasing access to home and community-based services (HCBS) in order to reduce the use of expensive institutional care.

This webinar highlights three research-to-practice partnerships between state and local policymakers and the Regional Educational Laboratory Mid-Atlantic to address this challenge, connecting educators and policymakers with researchers who provide analytic support and help education agencies build capacity to conduct their own analyses.