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Home » Archives for Mary McCracken
Mary McCracken

Mary McCracken

Senior Scientific Programmer/Analyst, SRI Education
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Publications

Education & learning publications April 30, 2018 Tech Report

Chicago’s Pay for Success Program Evaluation: Year 3

Erika Gaylor, Kate Ferguson, Mary McCracken

IFF is the project coordinator and financial intermediary for Chicago’s first Pay for Success (PFS) program. Launched in 2014, the PFS program is an innovative public-private partnership that expands Chicago Public Schools’ Child-Parent Center (CPC) program, making it possible for more than 2,600 kids and their families to benefit from CPC’s high-quality early childhood and parent engagement services.
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. Here are all existing reporting materials:
Year 3 Reporting Materials
Released April 2018

Report on Year Three (2016-17)
Addendum by Chicago Public Schools and the City of Chicago
Report Summary and Program Fact Sheet
Success Payment Calculation

Year 2 Reporting Materials
Released April 2017

Report on Year Two (2015-16)
Addendum by Chicago Public Schools and the City of Chicago
Report Summary and Program Fact Sheet
Success Payment Calculation

Year 1 Reporting Materials
Released April 2016

Report on Year One (2014-15)
Report Summary and Program Fact Sheet

Education & learning publications November 1, 2016 Tech Report

Taking Stock of the California Linked Learning District Initiative: Seventh-Year Evaluation Report

Kyra N. Caspary, Nicole Arshan, Mary McCracken, C.J. Park, Nancy Adelman

This report from SRI International’s multiyear evaluation of the California Linked Learning District Initiative is the first to include postsecondary outcomes for students in Linked Learning pathways and confirms many of the promising findings from previous years. Compared with similar peers in traditional high school programs, students participating in certified Linked Learning pathways were more likely to graduate from high school, were less likely to drop out, and earned, on average, more credits. In addition, certified pathways were doing just as well as traditional high school programs at helping students complete the a–g requirements even as they retained more students who might otherwise have dropped out and were unlikely to pursue the full college preparatory curriculum. Certified pathway students were as likely as similar peers in traditional high schools to enroll in college. Conditional on enrollment in any postsecondary institution, pathway students were also equally likely to enroll in a 4-year college and to persist in school to a second year. Although the finding for enrollment in a 4‑year college is not significant in the overall sample, it is significant and positive for African American students and students with low prior achievement. Finally, 1 year out of high school, pathway students were more likely than their nonpathway peers to obtain jobs with benefits such as vacation and sick leave. These results, as well as more detail about the sustainability of the initiative, key district and pathway implementation strategies, and student access and equity regarding pathways are available in this seventh-year evaluation report.
Revised August 2018 to reflect updated graduation data and analysis

Education & learning publications November 1, 2016

Taking Stock of the California Linked Learning District Initiative: Seventh-Year Evaluation Report, Executive Summary

Kyra N. Caspary, Nicole Arshan, Mary McCracken, C.J. Park, Nancy Adelman

This report from SRI International’s multiyear evaluation of the California Linked Learning District Initiative is the first to include postsecondary outcomes for students in Linked Learning pathways …

School and district reform publications August 1, 2016 Tech Report

Evaluation of Rocketship Students’ Middle School Outcomes

Mary McCracken

Rocketship Education is a national non-profit network of public elementary charter schools serving low-income communities with limited access to excellent schools. Founded in 2006, Rocketship Education is a 501(c)(3) nonprofit corporation whose mission is to eliminate the achievement gap by building a scalable and sustainable school model that propels student achievement in underserved communities across the country. Rocketship’s instructional model is a teacher-led, technology supported approach to personalized learning. As K–5 educators, they aim to provide students with a strong academic foundation during elementary school so that students can be successful learners during every stage of their education. To evaluate their performance against this goal, Rocketship Education contracted with the Center for Education Policy at SRI International in 2014 to conduct a rigorous independent evaluation of Rocketship alumni’s middle school readiness and academic success compared with peers who did not attend a Rocketship elementary school.
With the ultimate goal of providing Rocketship Education with data to inform future planning and make adjustments as needed, the key evaluation objectives addressed in this report are:
· Understand how the middle school performance of Rocketship alumni compares with that of non-Rocketship peers who enter middle school with similar demographic characteristics.
· Understand how Rocketship alumni transition to and perform in middle school, initially and throughout.
· Identify differences in socio-emotional attitudes and mindsets (e.g., self-efficacy, motivation, and grit), academic behaviors (e.g., studying, completing homework, and paying attention in class), academic aspirations, and school satisfaction levels between Rocketship alumni and their middle school peers.

Education & learning publications October 1, 2015 Journal Article

Characteristics of Two-Year College students on the Autism Spectrum and Their Support Services Experiences

Mary McCracken, Jennifer W. Yu

Approximately 80% of college-going youth with autism in the US attend a 2-year college at some point. These community-based, universally accessible institutions offer both academic and vocational courses and have experience in teaching diverse learners. This study used nationally representative survey data from the National Longitudinal Transition Study-2 to describe the characteristics and services experiences of adults with autism who attended postsecondary education after high school, focusing on those who attended a 2-year college. Over 60% of those who attended 2-year colleges had little to no trouble conversing or performing functional skills like counting change during high school, and extracurricular participation was common (93.8%). Most 2-year college attenders (85.7%) were able to navigate to places outside the home versus 43.9% of those with no postsecondary education. Over half took vocational courses at 2-year colleges, while one-quarter pursued academic study. Less than half (48.6%) of those who disclosed their disability to the school reported receiving services, accommodations, or other help. Most (87.3%) felt they received enough help, but fewer (68.0%) felt the services they received were useful. Future research should delineate specific needs of students with autism in 2-year college settings and identify what supports are needed to improve persistence and completion rates.

STEM and computer science education publications July 1, 2013

Science, Technology, Engineering, and Mathematics (STEM) Participation Among College Students with an Autism Spectrum Disorder

Jennifer W. Yu, Mary McCracken

This study analyzed data from the National Longitudinal Transition Study-2, a nationally representative sample of students with an ASD in special education.

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