May 11, 2006

Researchers discuss student achievement at Washington policy briefing

What evidence is there that teachers make a difference in student achievement? Which kinds of pre-kindergarten programs have been shown to improve academic success? Do government policies aimed directly at families but unrelated to education have an impact on how well students do in elementary and secondary school?

Three Northwestern researchers will discuss what the best available evidence-based research can tell us about educational programs and policies at a policy briefing Friday, May 19, in Washington, D.C. The free, public event will take place from noon to 1:30 p.m. in Room B338 of the Rayburn House Office Building in the U.S. Capitol Complex. Lunch will be served. Seating is limited; reservations are required.

Northwestern statistician and educational researcher Larry V. Hedges, social psychologist Thomas D. Cook and economist Greg J. Duncan will take part in the briefing titled “Children’s Achievement: What the Evidence Says about Teachers, Pre-K Programs and Economic Policies.” The event will include the following presentations:

• Teachers How Much Difference Do They Make and for Whom? by Larry V. Hedges, Board of Trustees Professor of Statistics and Social Policy and Institute for Policy Research (IPR) Faculty Fellow.

Hedges will discuss some of the findings of what is known as the Tennessee Class-Size Experiment, a four-year random assignment experiment that provided some of the strongest evidence to date about the impact of teacher effects on student achievement.

• Preschool Programs: Which Ones Make a Difference? by Tom D. Cook, Joan and Serepta Harrison Chair in Ethics and Justice; Professor of Sociology, Psychology, Education and Social Policy; and IPR Faculty Fellow.

Cook will briefly review some of the experimental evidence about the effectiveness of early childhood interventions, including the Perry Preschool Project, the Abcdarian Project, Head Start, Early Head Start and Even Start.

• Family Economic Policies: Which Ones Raise Children’s Achievement? by Greg J. Duncan, Edwina S. Tarry Professor of Education and Social Policy and IPR Faculty Fellow.

Duncan will argue that although public education is the nation’s primary means for promoting academic achievement, policies aimed at families, such as welfare reform, also make a difference.

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Although the briefing is free of charge, registration is necessary and must be completed by May 16.

For further information, call (847) 491-8712, go to www.northwestern.edu/ipr or e-mail p-reese@northwestern.edu. To register online, go to www.northwestern.edu/ipr/regform.html.