Smith, Amber, 1982- author

This conference highlighted the DRC’s latest research findings and their implications for the future of state and federal disability policies and programs.

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.

Fifty years after President Lyndon Johnson launched his “Great Society” agenda, where do we stand when it comes to providing services, as well as economic and social mobility, to those in need? Between 1964 and 1968, President Johnson launched and implemented a huge range of social programs known as the “Great Society” agenda. Fast-forward fifty years, the form and efficacy of these programs are being questioned at every level of government. On October 2, Mathematica partnered with Government Executive and Route 50 to explore the future of these social programs and look at ideas for reform that are being tested across our nation, as well as the data behind them.

Research reveals that the earliest years of life are a critical period of human development. Early relationships and experiences have a strong influence on brain development and future health and well-being. Young children’s foundational relationships and experiences take place in the context of families and communities. Yet, low-income families—especially families of color and rural families—often do not have access to the basic necessities and resources for fostering the nurturing experiences and stimulating environments that young children need to thrive. Furthermore, policy and program silos can impede cross-functional solutions and service delivery, which are designed to holistically address the needs of children and families.

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.

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.

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.

Abbott, Martin L

Yelland, Jill

Bagui, Sikha, 1964-

Lambert, Joe

Sebesta, Robert W., author

Shea, Andrew, 1977-

Müller-Brockmann, Josef, 1914-1996, author

Lupton, Ellen

Elam, Kimberly, 1951-

Bosshard, Hans Rudolph, 1929-

Kunz, Willi

Friedl, Friedrich

Foote, Cameron S, author

Apeloig, Philippe, 1962- artist

Heller, Steven, author

Seddon, Tony, 1965- author

Pamental, Jason, author

Guller, Mohammed, author