Does eating school meals influence children’s dietary habits or chances of being overweight or obese? This study addressed these questions using data from the School Nutrition Dietary Assessment III Study. National School Lunch Program participants had lower intakes of sugar-sweetened beverages and a lower percentage of calories from low-nutrient energy dense foods and beverages than did nonparticipants. Overall, however, participation was not significantly related to students’ BMI. School Breakfast Program participants had significantly lower BMI than did nonparticipants, possibly because participants were more likely to eat breakfast and ate more at breakfast, spreading calorie intake more evenly over the course of the day.
{"title":"School Meal Program Participation and Its Association with Dietary Patterns and Childhood Obesity","authors":"P. Gleason, R. Briefel, A. Wilson, A. Dodd","doi":"10.22004/AG.ECON.292075","DOIUrl":"https://doi.org/10.22004/AG.ECON.292075","url":null,"abstract":"Does eating school meals influence children’s dietary habits or chances of being overweight or obese? This study addressed these questions using data from the School Nutrition Dietary Assessment III Study. National School Lunch Program participants had lower intakes of sugar-sweetened beverages and a lower percentage of calories from low-nutrient energy dense foods and beverages than did nonparticipants. Overall, however, participation was not significantly related to students’ BMI. School Breakfast Program participants had significantly lower BMI than did nonparticipants, possibly because participants were more likely to eat breakfast and ate more at breakfast, spreading calorie intake more evenly over the course of the day.","PeriodicalId":18335,"journal":{"name":"Mathematica Policy Research Reports","volume":"77 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2009-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72654335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
N. Morrow-Howell, M. Jonson-Reid, S. McCrary, Y. Lee, E. Spitznagel, Emily Dwoyer, Kathy Sonnenfeld, S. Sprachman
A Mathematica team led by Emily Dwoyer, Kathy Sonnenfeld, and Susan Sprachman provided the data collection services for this study of the Experience Corps (EC) initiative, a program that brings older adults ages 55 and up into public elementary schools to tutor and mentor children who are at risk of academic failure. EC members also help teachers in the classroom and lead after-school enrichment activities. The findings presented in this report demonstrate that students who received EC program tutoring and mentorship showed significant improvements in their reading and comprehension skills and, at the same time, the program was also found to be a low burden to teachers.
由Emily Dwoyer、Kathy Sonnenfeld和Susan Sprachman领导的一个Mathematica团队为Experience Corps (EC)倡议的这项研究提供了数据收集服务，EC倡议是一个将55岁及以上的老年人带入公立小学，辅导和指导有学业失败风险的儿童的项目。教统会成员也在课堂上帮助老师，并领导课后的丰富活动。本报告的研究结果表明，接受教育项目辅导和指导的学生在阅读和理解能力上有了显著的提高，同时该项目也减轻了教师的负担。
{"title":"Evaluation of Experience Corps Student Reading Outcomes","authors":"N. Morrow-Howell, M. Jonson-Reid, S. McCrary, Y. Lee, E. Spitznagel, Emily Dwoyer, Kathy Sonnenfeld, S. Sprachman","doi":"10.7936/K7930SQ0","DOIUrl":"https://doi.org/10.7936/K7930SQ0","url":null,"abstract":"A Mathematica team led by Emily Dwoyer, Kathy Sonnenfeld, and Susan Sprachman provided the data collection services for this study of the Experience Corps (EC) initiative, a program that brings older adults ages 55 and up into public elementary schools to tutor and mentor children who are at risk of academic failure. EC members also help teachers in the classroom and lead after-school enrichment activities. The findings presented in this report demonstrate that students who received EC program tutoring and mentorship showed significant improvements in their reading and comprehension skills and, at the same time, the program was also found to be a low burden to teachers.","PeriodicalId":18335,"journal":{"name":"Mathematica Policy Research Reports","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2009-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74527492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
N. Morrow-Howell, S. McCrary, Y. Lee, E. Spitznagel, M. Jonson-Reid
The Experience Corps (EC) program brings adults aged 55+ into public elementary schools to work with children who are at risk of academic failure.
Experience Corps (EC)项目将55岁以上的成年人带到公立小学，与有学业失败风险的孩子一起工作。
{"title":"Experience Corps: Effects on Student Reading","authors":"N. Morrow-Howell, S. McCrary, Y. Lee, E. Spitznagel, M. Jonson-Reid","doi":"10.7936/K7DV1JDZ","DOIUrl":"https://doi.org/10.7936/K7DV1JDZ","url":null,"abstract":"The Experience Corps (EC) program brings adults aged 55+ into public elementary schools to work with children who are at risk of academic failure.","PeriodicalId":18335,"journal":{"name":"Mathematica Policy Research Reports","volume":"181 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2009-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75484693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents findings from an experimental evaluation of Job Corps, the nation’s largest training program for disadvantaged youths. The study used survey data collected over four years, as well as tax data collected over nine years, for a nationwide sample of 15,400 treatments and controls. The Job Corps model has promise; program participation increases educational attainment, reduces criminal activity, and increases earnings for several postprogram years. Based on tax data, however, the earnings gains were not sustained except for the oldest participants. Nonetheless, Job Corps is the only federal training program that has been shown to increase earnings for this population.
{"title":"Does Job Corps Work? Impact Findings from the National Job Corps Study","authors":"Peter Z. Schochet, J. Burghardt, S. McConnell","doi":"10.1257/AER.98.5.1864","DOIUrl":"https://doi.org/10.1257/AER.98.5.1864","url":null,"abstract":"This paper presents findings from an experimental evaluation of Job Corps, the nation’s largest training program for disadvantaged youths. The study used survey data collected over four years, as well as tax data collected over nine years, for a nationwide sample of 15,400 treatments and controls. The Job Corps model has promise; program participation increases educational attainment, reduces criminal activity, and increases earnings for several postprogram years. Based on tax data, however, the earnings gains were not sustained except for the oldest participants. Nonetheless, Job Corps is the only federal training program that has been shown to increase earnings for this population.","PeriodicalId":18335,"journal":{"name":"Mathematica Policy Research Reports","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2008-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82908877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
David DesRoches, Tom Barton, F. Potter, Betsy Santos, Zhanyun Zhao
Although entrepreneurship is crucial to a capitalist economy, little information is available about U.S. businesses in their first years of operation.
尽管企业家精神对资本主义经济至关重要，但有关美国企业最初几年运营的信息却很少。
{"title":"Kauffman Firm Survey KFS First FollowUp Methodology Report","authors":"David DesRoches, Tom Barton, F. Potter, Betsy Santos, Zhanyun Zhao","doi":"10.2139/ssrn.1116766","DOIUrl":"https://doi.org/10.2139/ssrn.1116766","url":null,"abstract":"Although entrepreneurship is crucial to a capitalist economy, little information is available about U.S. businesses in their first years of operation.","PeriodicalId":18335,"journal":{"name":"Mathematica Policy Research Reports","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2008-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90584410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Kauffman Firm Survey (KFS) is a panel study of new businesses founded in 2004 and tracked over their early years of operation. The survey focuses on the nature of new business formation activity; characteristics of the strategy, offerings, and employment patterns of new businesses; the nature of the financial and organizational arrangements of these businesses; and the characteristics of their founders. Download the slides at: http://papers.ssrn.com/paper=1027918 Download the audio file at: http://papers.ssrn.com/paper=1029761
{"title":"Kauffman Firm Survey: Data Overview","authors":"David DesRoches, T. Mulcahy, A. Robb, S. Shane","doi":"10.2139/SSRN.1024713","DOIUrl":"https://doi.org/10.2139/SSRN.1024713","url":null,"abstract":"The Kauffman Firm Survey (KFS) is a panel study of new businesses founded in 2004 and tracked over their early years of operation. The survey focuses on the nature of new business formation activity; characteristics of the strategy, offerings, and employment patterns of new businesses; the nature of the financial and organizational arrangements of these businesses; and the characteristics of their founders. Download the slides at: http://papers.ssrn.com/paper=1027918 Download the audio file at: http://papers.ssrn.com/paper=1029761","PeriodicalId":18335,"journal":{"name":"Mathematica Policy Research Reports","volume":"15 Sect Study Dis Child 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2008-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87539575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-03-13DOI: 10.1108/17466660200800002
David G. Myers, M. Dynarski
This pamphlet, prepared for the Institute of Education Sciences, describes the purpose of education program evaluation, defines random assignment and discusses its advantages over other approaches, and looks at other issues related to use of random assignment in scientifically based education research.
{"title":"Random Assignment in Program Evaluation and Intervention Research Questions and Answers","authors":"David G. Myers, M. Dynarski","doi":"10.1108/17466660200800002","DOIUrl":"https://doi.org/10.1108/17466660200800002","url":null,"abstract":"This pamphlet, prepared for the Institute of Education Sciences, describes the purpose of education program evaluation, defines random assignment and discusses its advantages over other approaches, and looks at other issues related to use of random assignment in scientifically based education research.","PeriodicalId":18335,"journal":{"name":"Mathematica Policy Research Reports","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2008-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85133148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-01-11DOI: 10.1002/9780470757703.CH26
S. Atkins-Burnett
Assessment is fundamentally a positive process that holds the potential for enhancing teaching and improving learning. This chapter provides an analytical discussion of the field by adhering to the National Education Goals Panel typology that categorizes four uses or roles for assessment in the preschool years: (1) identification, (2) instructional improvement, (3) program evaluation, and (4) accountability. The chapter also describes a number of achievable challenges: identifying children at risk for developmental delay or school failure; obtaining evaluative information from classroom settings that can be used to inform instruction and improve learning; and designing evaluations that reflect the wide range of influences that affect child growth and development.
{"title":"Evaluating Early Childhood Assessments A Differential Analysis","authors":"S. Atkins-Burnett","doi":"10.1002/9780470757703.CH26","DOIUrl":"https://doi.org/10.1002/9780470757703.CH26","url":null,"abstract":"Assessment is fundamentally a positive process that holds the potential for enhancing teaching and improving learning. This chapter provides an analytical discussion of the field by adhering to the National Education Goals Panel typology that categorizes four uses or roles for assessment in the preschool years: (1) identification, (2) instructional improvement, (3) program evaluation, and (4) accountability. The chapter also describes a number of achievable challenges: identifying children at risk for developmental delay or school failure; obtaining evaluative information from classroom settings that can be used to inform instruction and improve learning; and designing evaluations that reflect the wide range of influences that affect child growth and development.","PeriodicalId":18335,"journal":{"name":"Mathematica Policy Research Reports","volume":"22 1","pages":"532-549"},"PeriodicalIF":0.0,"publicationDate":"2008-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90917195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. R. Dion, Alan M. Hershey, Heather Zaveri, Sarah A. Avellar, D. Strong, Timothy J. Silman, Ravaris Moore
Building Strong Families (BSF) is a large-scale demonstration and rigorous evaluation of marriage and relationship education programs that has now enrolled more than 5,000 low-income, romantically involved, unmarried couples. At enrollment, all couples were expecting or recently had a child together. This report highlights key findings from an implementation analysis of BSF’s seven program sites in Atlanta, Baltimore, Baton Rouge, Florida, Indiana, Oklahoma, and Texas during the evaluation's first 6 to 14 months. The analysis documents recruitment and enrollment practices, describes the characteristics of enrolled couples, provides data on program participation, and summarizes the experiences of couples participating in the intervention. Individuals who enrolled in the program were typically in their mid-twenties, and often had children from prior relationships. While most had a high school education, earnings and income were low. Over half the recruited sample members were African American, about one-quarter were Hispanic, and about 14 percent were non-Hispanic white. The average couple had known each other for several years, was cohabiting, and had high hopes for marrying their partner.
{"title":"Implementation of the Building Strong Families Program","authors":"M. R. Dion, Alan M. Hershey, Heather Zaveri, Sarah A. Avellar, D. Strong, Timothy J. Silman, Ravaris Moore","doi":"10.1037/e565612012-001","DOIUrl":"https://doi.org/10.1037/e565612012-001","url":null,"abstract":"Building Strong Families (BSF) is a large-scale demonstration and rigorous evaluation of marriage and relationship education programs that has now enrolled more than 5,000 low-income, romantically involved, unmarried couples. At enrollment, all couples were expecting or recently had a child together. This report highlights key findings from an implementation analysis of BSF’s seven program sites in Atlanta, Baltimore, Baton Rouge, Florida, Indiana, Oklahoma, and Texas during the evaluation's first 6 to 14 months. The analysis documents recruitment and enrollment practices, describes the characteristics of enrolled couples, provides data on program participation, and summarizes the experiences of couples participating in the intervention. Individuals who enrolled in the program were typically in their mid-twenties, and often had children from prior relationships. While most had a high school education, earnings and income were low. Over half the recruited sample members were African American, about one-quarter were Hispanic, and about 14 percent were non-Hispanic white. The average couple had known each other for several years, was cohabiting, and had high hopes for marrying their partner.","PeriodicalId":18335,"journal":{"name":"Mathematica Policy Research Reports","volume":"68 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2008-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90810790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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