We have evaluated over 90 education programs.
We have performed evaluations for and in preschools, elementary schools, middle schools, high schools, colleges, and universities. We have conducted many programs for Dramatic Results and for the Robin Hood Foundation. We have also conducted additional education evaluations for groups such as the Afterschool Corporation, Bronx Preparatory Charter School, Crittenton Services of Greater Washington, the Gary Klinsky Children’s Center, Goal Setting Girls, Head Start, the Heckscher Foundation for Children, the Kansas City Freedom School Initiative, Kids U Camp, the Lawrence School, Leadership Enterprise for a Diverse America, the Madison Boys & Girls Club, the National Center for Family Literacy, REACH Charter School, the Roundabout Theatre Company, the Saint Louis Schools, the Sarasota County School Board, South Brooklyn Community High School, and the State University of New York (SUNY).
A few select recent or key education projects include:
21St Century Learning At Adlai Stevenson, Almira, and Walton Elementary Schools School, Cleveland Play House
The goal of the 21st Century Community Learning Centers is to provide academic support to students who come from economically disadvantaged communities and attend low-performing schools. Programming includes morning math and ELA tutoring, and after school tutoring, snacks, homework help, and enrichment activities for elementary school students. Family engagement activities are also offered. Expected outcomes include increases in math and reading proficiency among participants; continuous improvements in classroom behavior, homework completion, class participation, and grades among participants; and increased school attendance among participants. Additional program objectives are increased family engagement through evidence-based educational development opportunities and positive youth development.
The evaluation of the 21st CCLC provides key stakeholders with valuable data about the impact of additional academic and family supports on student achievement on standardized math and literacy tests, school attendance, and math and ELA grades. The evaluation is primarily descriptive, with an emphasis on change in measures of academic achievement, positive youth development competencies, and parent and family engagement in student learning over the course of program participation and from year to year.
Assistance for Arts Education Development and Dissemination, US Department of Education, Dramatic Results
Dramatic Results’ Art of Building a City (ABC) Project aims to close the excellence gap experienced by low income gifted students in six Title 1 Long Beach Unified School District middle schools through establishing a community-wide ecosystem of interconnected supports that integrate Science, Technology, Engineering, and Math with the Arts. The evaluation consists of both implementation outcome evaluations. The outcome evaluation is a clustered randomized controlled trial, comparing gifted students in six randomly assigned program and control schools. Students in program schools experience the learning ecosystem during math class, during wrap-around school time on Saturday, through summer learning programs, and through structured extension activities with their families that are offered by community partners. Outcomes include math achievement, knowledge of and interest in ART and STEM areas of study and careers, social emotional competencies, 21st Century Learning skills, and level of advanced academic placements in middle school and, to the extent possible, admission into STEM pathways in high school.
Association to Benefit Children
The Association to Benefit Children (ABC) provides a comprehensive array of high-quality academic, youth development, and family enrichment opportunities for elementary school children enrolled in PS 30, PS 57, and PS 155 in East Harlem, in order to cultivate academic success, support social and emotional development, and promote the wellbeing of all participants. In 2017, ABC converted its privately-funded therapeutic after school program into a 21st Century Community Learning Centers (CCLC) program both through a formal partnership with the schools and by leveraging additional support to create a more effective program model.
Bloomingdale Family, Bloomingdale Head Start
In October 2008, the Bloomingdale Family Program, Inc. launched a homework help program to provide homework assistance to students who were participating in Bloomingdale’s Tutoring Program. The need for the program was based upon feedback from parents of children with special needs who were having difficulty helping their children with homework and reading for various reasons. For example, some of them have limited English or academic skills. In addition, tutors were spending a large amount of their time helping children with homework instead of focusing on basic reading, writing, and math skills. Currently the program is designed for Kindergarten through third graders. The homework help program operates three days a week for two hours after school. Staff who are skilled in reading, writing, and math provide homework assistance, and volunteers help out as needed. The majority of staff are proficient in English and Spanish and have expertise in teaching reading and math K-6. In the 2013-2014 school year, an ESL program was added for parents of students in the homework help program that was held twice a week. In addition, a parent/child literacy group for the students’ younger siblings was added that met once a week and was led by two bilingual teachers. Activities included cooking, making playdough, arts and crafts, and sharing cultural experiences.
Boys & Girls Harbor Capacity Building, Boys & Girls Harbor
Boys & Girls Harbor in Harlem, NY provides three educational programs to nearly 1,000 youth from low socio-economic backgrounds each year. These youth range in age from pre-K through high school. Philliber conducted a capacity building project involving the creation of program logic models, success metrics, and a customized online database and dashboard to summarize key indicators in real time and allow staff to see results by individual, subgroup, or program.
Brighter Futures Initiative, The Hartford Foundation for Public Giving
The initial evaluation collected data from 559 entering Hartford Public School kindergarten students and their parents to access the level of school readiness among entering kindergartners and to identify factors that influence that readiness. Early Screening Profiles were collected from children and parents were interviewed about their children’s background. Interviews were conducted in English, Spanish, Bosnian, and Vietnamese. Early Screening Profiles assess cognitive skills, language skills, motor skills, social skills, and self-help skills. The study demonstrated that the average percentile rank of children entering kindergarten in Hartford is below the national average, but it is possible to increase how ready children are to learn through literacy activities with parents and participation in organized activities. Philliber also evaluated the Child Care Enhancement Project (CCE) and seven Family Centers established by the initiative. Philliber worked with the Foundation and CCE grantees to develop a common evaluation system that documents changes in the quality of childcare and the development of children. In addition, Philliber worked with each grantee to identify and track agency specific outcomes and to specify the relationships of those outcomes to the outcomes of improved childcare and development of children. With each grantee, Philliber also conducted community surveys to identify the significance of issues in the communities and to use the information from the surveys to plan programs appropriate to the needs of each community.
Family Economic Security Program at Housatonic Community College, Fairfield County’s Community Foundation
The goal of the Family Economic Security Program (FESP) at Housatonic Community College (HCC) is to help adults with families acquire the education and skills needed to acquire and maintain family-sustaining employment. FESP provides students with scholarships, emergency funds, financial and achievement and coaching, and peer-to-peer mentoring to help them persist and graduate. The evaluation includes both implementation and outcomes evaluations. Key outcomes are employment and/or transfer to a four-year college; improved credit scores, family budgets, and emergency funds; and reduced debt levels. The program aims to institutionalize best practices throughout HCC.
Harlem Children’s Zone – Baby College
To address the needs of children three-years-old and younger, the Harlem Children’s Zone created the Baby College. The Baby College is a nine-week series of workshops for parents. Parents are taught the specific stages of child development their child is experiencing and what to expect. Outreach workers organize monthly get-togethers for parents who have completed the program to help them form relationships with other parents. Philliber tracks each cohort attending Baby College to document changes in knowledge.
Practice Makes Perfect, The Heckscher Foundation for Children
Practice Makes Perfect is a multi-site summer learning loss prevention program in public schools in New York City. The evaluation used a quasi-experimental design, drawing on de-identified comparison data from well-matched schools. Data sources included surveys of students, teachers, parents, and principals; teacher observations; standardized testing data; and school year academic data from the New York City Department of Education.
The Springfield Collaboration for Change, National Education Association
Springfield Collaboration for Change was a five-year program in Springfield, Massachusetts, to change the climate for teaching and learning in the public schools of Springfield, Massachusetts, in order to improve student achievement. Philliber evaluated the ability of the Collaboration to produce change that results in better student outcomes.