Assist Aspen Institute’s Streamlining Evidence Based Task Force to evaluate the role of evidence-based research and analysis in sustaining and increasing government funding for early childhood education programs, specifically targeting two-generation early childhood programs, in order to make recommendation for streamlining evidence-based qualification guidelines at federal and state levels.
In French and Malagasy languages, J&A conducted an Early Grade Reading Assessment (EGRA) for a regionally representative sample of students in Grades 2 and 5 in public and private elementary schools, utilizing low cost approaches for EGRA administration and innovative tablet technology. The purpose was to assess the reading skills of the 2014 cohort students who were completing Grades 2 and 5 in the public primary education system, disaggregated by region, to serve as a baseline for future similar assessments.
The primary goals of the First 5 LA Welcome Baby Impact Evaluation are
• To demonstrate the impact of the Welcome Baby program on maternal, child and family outcomes
• To determine whether the impact of the Welcome Baby program varies across maternal risk levels.
The J&A team is responsible for technical and logistical support and for collecting data for all families in the evaluation as well as ensuring appropriate sample retention and preparation of raw data files.
J&A has conducted several projects on behalf of diabetes awareness, education, behavior and prevention in the Latino community, which manifests a disproportionate share of the disease. The firm conducted focus groups among community health workers in California, Illinois and Texas and evaluated a family health pack that was distributed to Latinos at health fairs, schools and other venues nationwide.
Objectives: Explorations in Formation, Function and Sustainability.
As part of the Educational Quality Improvement Program (Classrooms-Schools-Communities), J&A was the prime researcher on a study of Public Private Partnerships in Basic Education. The purpose was to determine the nature of these partnerships in terms of how interventions were designed and implemented, how partners were identified, and how relationships were formed as well as the contractual/financial relationships and the probability of the continuation of activities after initial project funding has ended. The goal was to gain reliable information on which kinds of partnerships will most likely contribute to the sustainability of innovative educational interventions.
This project supports Guatemala’s pre and primary schools and the educational development of children in Huehuetenango. Specifically J&A, the project’s literacy partner, provides technical assistance to PCI to improve the quality and equity of student reading outcomes, focusing on 294 public schools in six municipalities in the Mam and Q’anjob’al linguistic regions in the department of Huehuetenango.
J&A implements interventions that foster teacher attendance, that improve access to literacy materials, including adapting materials to local languages, and by sponsoring reading fairs as well as training teachers and principals.
The overarching objective is to teach Malawian children to read by expanding support to Malawi’s National Reading Program in order to address the needs of children with disabilities currently enrolled in Resource Centers across the country so as to help them better acquire reading skills. In particular, the activity focuses on young children, especially girls, in Standards 1 to 4 with visual, hearing or intellectual disabilities.
Copyright by Juárez & Associates. All rights reserved.
Copyright by Juárez & Associates. All rights reserved.
