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Home » Archives for Kate Ferguson
Kate Ferguson

Kate Ferguson

Project Administrator, SRI Education
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Publications

Disability and inclusion publications November 4, 2021

Findings from a two-year effectiveness trial of the Science Notebook in a Universal Design for Learning Environment

Jennifer W. Yu, Kate Ferguson

This cluster randomized control trial examines the effects of the Science Notebook in a Universal Design for Learning Environment (SNUDLE) on elementary school student science academic achievement and motivation outcomes.

Education & learning publications April 30, 2018

Chicago’s Pay for Success Program Evaluation: Year 3

Erika Gaylor, Kate Ferguson, Mary McCracken

For each year of the program, SRI International, the program’s independent evaluator, releases a report of student performance across kindergarten readiness, special education utilization, and third-grade literacy.

Education & learning publications December 31, 2016 Tech Report

Independent Evaluation of the Midwest CPC Expansion Project: Final Report

Erika Gaylor, Kate Ferguson, Betsy Davies-Mercier

Funded by an i3 validation grant from the U.S. Department of Education, SRI conducted an independent evaluation of the Midwest Expansion of the Child-Parent Center (CPC) Program using a quasi-experimental design. Findings include strong implementation of CPC model components but very few differences on children’s school readiness skills.
Funded by an Investing in Innovation (i3) validation grant from the U.S. Department of Education, SRI conducted an independent evaluation of the Midwest Expansion of the Child-Parent Center (CPC) Program using a quasi-experimental design. The University of Minnesota, collaborating with four school districts, implemented a revised version of the CPC program. SRI’s evaluation documented implementation of the six program components across the schools in four districts. Overall, the findings demonstrate that most CPC schools implemented the CPC model with good fidelity in the first 2 years. When researchers compared kindergarten outcomes of students in CPC schools to students in comparison schools, they found a consistent positive outcome of the CPC program model on students’ early literacy as measured by standardized assessments. No other significant effects were found at kindergarten entry. Unfortunately, the evaluation team was not able to assess the model’s impact on longer term outcomes of students in second and third grade.

Early childhood learning and development publications May 1, 2016

Findings for the Saint Paul Promise Neighborhood: Evaluation of Minnesota’s Race to the Top-Early Learning Challenge Access Strategies: Scholarships and Title I PreK Incentives Summary for Years 1–3

Wei-Bing Chen, Kate Ferguson

This report provides a brief summary of evaluation findings about the implementation and impacts of the Race to the Top-Early Learning Challenge (RTT-ELC) Scholarships and Title I PreK Incentives in the Saint Paul Promise Neighborhood Transformation Zone .

Early childhood learning and development publications May 1, 2016

Findings for White Earth Nation: Evaluation of Minnesota’s Race to the Top-Early Learning Challenge Access Strategies: Scholarships and Title I PreK Incentives Summary for Years 1–3

Wei-Bing Chen, Kate Ferguson

This report provides a brief summary of evaluation findings about the implementation and impacts of the Race to the Top-Early Learning Challenge Scholarships and Title I PreK Incentives in the White Earth Transformation Zone.

Early childhood learning and development publications May 1, 2016 Tech Report

Evaluation for Minnesota’s Race to the Top-Early Learning Challenge Funds to Promote Access to High-Quality Programs: Year 3 Final Scholarship Implementation Annual Report

Kate Ferguson, Wei-Bing Chen

This is the final annual report on the evaluation of Minnesota’s Race to the Top – Early Learning Challenge (RTT-ELC) focusing on the Race to the Top – Early Learning Scholarships.

Early childhood learning and development publications May 1, 2016 Tech Report

Findings for Itasca County: Evaluation of Minnesota’s Race to the Top-Early Learning Challenge Access Strategies: Scholarships and Title I PreK Incentives summary for Years 1–3

Kate Ferguson, Wei-Bing Chen

This report provides a brief summary of evaluation findings about the implementation and impacts of the Race to the Top – Early Learning Challenge (RTT-ELC) Scholarships and Title I PreK Incentives in Itasca County Transformation Zone across the three years of the evaluation (2012–2015). It also summarizes the long-term successes and lessons learned from implementing these two initiatives.

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