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.

The Patient Protection and Affordable Care Act (ACA) of 2010 changed several aspects of the law concerning access to health insurance that were particularly salient for people with disabilities. These changes included removing limits on preexisting conditions, extending parent’s health insurance coverage of young adults until the age of 26, expanding Medicaid to more adults with low incomes, and making it easier to obtain affordable coverage outside the traditional employer-sponsored benefit system.

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?

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.

International development programs are designed to make lasting and positive improvements in the health, education, and income of disadvantaged people around the world.

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.

This webinar explored research on culturally responsive pedagogy and what is known about its effectiveness.

This webinar explored how a school and district have approached the challenge of implementing culturally responsive practice. It elaborated on programs, policies, and practices that were implemented to support efforts to achieve equity and use culturally responsive pedagogy.

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.

At Mathematica, we’re uncovering evidence about the effects of school choice policies on nonparticipating students and schools. Learn more about our systematic review, which covers two decades of relevant research and evaluation.

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.

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.

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.

This webinar will review the research on the home and parenting characteristics that support young children’s learning.