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Child Trends’ education research focuses on how children and youth can flourish in school. We examine supportive characteristics of the individual, the school, and the family to improve student outcomes and prevent drop out. Areas of research expertise include: non-academic competencies; college and workplace readiness; school climate; family strengths and involvement in education; character education; social and emotional learning; dropout prevention and recovery; charter schools and other school choice initiatives; place-based initiatives to improve educational outcomes; afterschool and summer learning; and educator effectiveness. We also offer technical assistance, including assistance with survey and measure development, synthesizing research, data analysis, policy analysis, program evaluation, reviews of best practices and initiatives to identify what works and what doesn’t.

Featured Publications

Integrated Student Supports: A Summary of the Evidence Base for Policymakers

Feb 2014 | Kristin Anderson Moore; Carol Emig

This paper summarizes the results of a comprehensive examination by Child Trends of the research and evidence base for ISS, and its potential to help a range of disadvantaged, marginalized, or struggling students.

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Expanded Learning Time Both Inside and Outside of the Classroom

Aug 2012 | Zakia Redd; Christopher Boccanfuso; Karen Walker; Daniel Princiotta; Dylan Knewstub; Kristin Moore

Moreover, despite the gains in educational achievement made by most U.S. students over the past two decades, educational gaps in proficiency in reading and other subjects persist across income and racial groups.

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A Developmental Perspective on College & Workplace Readiness

Sep 2008 | Lippman, L. ; Atienza, A.; Rivers, A.

This report provides a developmental perspective on what competencies young people need to be ready for college, the workplace, and the transition to adulthood.

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CrossCurrents Brief: Indicators of Early School Success and Child Well-Being

Oct 2004 | Sharon Vandivere; Lindsay Pitzer; Tamara G. Halle; Elizabeth C. Hair

This brief reports on indicators of cognitive knowledge and skills, social skills, engagement in school, and physical well being among children entering kindergarten and describes how these indicators change as children progress from kindergarten to first grade.

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