Dewey Library - JZ1305.N424 2018

Dewey Library - JZ4839.O94 2019

Online Resource

Dewey Library - JZ1242.F67 2019

Online Resource

Online Resource

Dewey Library - JZ1570.A57 R843 2018

Dewey Library - JZ1480.F52 2018

Dewey Library - JZ1480.S23 2018

Hayden Library - PN1995.9.H55 B74 2018

Hayden Library - PN1995.9.S26 A44 2018

Hayden Library - PN1995.9.D6 T73 2019

Rotch Library - PN1997.2.G4852 2017

Dewey Library - PN1993.5.U65 L43 2019

Dewey Library - PN1999.W27 H59 2019

Dewey Library - PN1993.5.U6 S47 2019

Hayden Library - PN1997.S65943 S83 2018

Hayden Library - PN1993.5.C4 Y36 2018

Dewey Library - PN1995.9.P7 D45 2020

Dewey Library - PN1996.F36 2019

Online Resource

Dewey Library - PN1995.62.V53 2019

Dewey Library - PN1993.5.U6 T278 2019

The employment rate among people with disabilities has consistently been low. People with disabilities face many barriers to securing competitive, integrated employment, such as lack of access to transportation, difficulty finding a job, and needs for workplace accommodations. Mathematica is evaluating the SourceAmerica Pathways to Careers program, a customized employment service model designed to help people with intellectual or developmental disabilities or autism obtain competitive integrated employment that matches their skills, interests, strengths, and abilities. This webinar featured a panel of experts who will discuss how Pathways promotes competitive integrated employment, give an employer’s perspective on partnering with Pathways and hiring its participants, present interim evaluation outcomes, and report on SourceAmerica’s plans to expand the customized employment service model.

Mathematica’s Center for Studying Disability Policy (CSDP) hosted a webinar to examine these issues from the employer perspective. Panelists discussed: (1) actions employers can take to better accommodate employees with disabilities; (2) feedback from employer interviews about the challenges associated with recruiting and retaining workers with disabilities; and (3) findings from the National Employment and Disability Survey, recently released by the Kessler Foundation.

Recent federal policy changes require state vocational rehabilitation (VR) agencies to expand service delivery to transition-age youth and young adults with disabilities. These expanded services intend to improve youth’s preparation for college and employment.

Professional development that combines online and in-person activities offers a number of potential advantages for teacher learning. Online activities can extend the learning that occurs in face-to-face sessions, and in-person sessions can establish a strong foundation for teachers’ online interactions.

Finding and interpreting relevant evidence can be a frustrating experience for many policymakers.

Mathematica and OPRE hosted a webinar on September 17, from 2:00 to 3:00 p.m. Presenters shared insights into strategies for developing trauma-informed systems of care and lessons from programs that address trauma among fathers.

In a special super session at APPAM’s 40th Fall Research Conference, APPAM president-elect Matt Stagner joined a roundtable discussion with industry CEOs who are working to apply insights from our modern data revolution to social science questions and challenges that have spanned generations. Abt Associates CEO Kathleen Flanagan, Impaq International CEO Avi Benus, Mathematica CEO Paul Decker, MDRC president Gordon Berlin, and Urban Institute President Sarah Rosen Wartell shared the most important lessons from their work to advance evidence-based policy, as well as the critical challenges and emerging trends in policy analysis and program improvement.

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.

There is increased awareness and urgency within the research community to ensure that evaluation and assessment practices are sensitive to the cultures of people who are most impacted by those practices. Driven by changing demographics and the increasing complexity of problems that researchers and communities seek to address, new efforts are underway to develop research practices that better account for the unique perspectives and needs of the communities being studied. But there is hardly consensus on what culturally responsive research actually means or, more broadly, what implications such approaches could have on evidence-based policies and programs.

Recognizing that school leaders play a critical role in school performance, states and districts are rethinking how they prepare principals. But this retooling of preparation programs raises a number of important questions: What skills do new principals need? How can we identify aspiring principals with the potential to develop those competencies? And how can we use these insights to improve the training of leaders at all levels of the system, from teacher leaders to principal supervisors?

This webinar defined educational inequity and discussed its implications. It included a brief introduction to culturally responsive pedagogy and what broader systemic changes may be necessary to implement equity and culturally responsive pedagogy.

While many industries have increasingly turned to data science to make informed business decisions, social service organizations and government agencies have been slower to fully embrace the potential of current and emerging data science methods. The challenges are real.

Interested in learning how to build more evidence into philanthropic practice? Join Mathematica, The Wallace Foundation, and the Afterschool Alliance for a Grantmakers for Education webinar.

Chronic absenteeism is particularly high in the early grades, compared with elementary and middle school. For a young child to succeed and develop a strong foundation for learning, he or she must attend school regularly.

Mathematica is seeking innovative ideas on how to help youth who receive Supplemental Security Income (SSI) improve their employment outcomes as they transition to adulthood.

Join us for a webinar for a discussion about the role of evidence in a continuous improvement process and how a free, online platform—the Evidence to Insights Coach—can help educators generate the evidence they need when they need it.

The March 2020 issue of Health Affairs, “The Affordable Care Act Turns 10,” offers must-read analyses of the ACA.

Mathematica will launch a groundbreaking new quality measurement observation tool, now available to the early childhood community (including program administrators, professional development providers, researchers, and others) during a webinar.

The spread of COVID-19 has caused schools and districts across the country to shutter their doors. States, districts, and schools must suddenly and unexpectedly grapple with the new reality of providing a quality education to every student remotely.