Education and Child Care Projects

edandcare keyareas smScholars at the Wellesley Centers for Women have studied the ability of public schools to prepare young children for lifelong learning and have shaped local, state, and federal policies. Our groundbreaking research, policy development, and training programs set the standards for out-of-school time, and continue to inform the field in new areas, including physical activity programming.


Recent


Archived



  • APT Validation Study III: Reducing Cultural Bias in Youth Program Quality Observations

    2017 - 2018

    Funded by William T. Grant Foundation in 2013-2015, the purpose of Afterschool Program Practices Tool (APT) II Study was to develop and test drive a multi-pronged online reliability training designed to improve rating accuracy for youth program observations.



  • Ready Educators Quality Improvement Pilot

    2013-2016

    Pilot project in improving quality in early education and care.



  • APT Validation Study II: Improving rater reliability

    2013 - 2016
    Afterschool programs

    The goal of this study is to enhance rater accuracy of the Afterschool Program Practices Tool (APT).



  • The Massachusetts Child Care Subsidy Study

    Completed 2012
    Child-care usage among low income families 

    The primary purpose of the study was to provide a picture of child care usage among Massachusetts low-income families.



  • Undergraduate Science Education Grant Evaluation

    Ongoing since 2012
    An evaluation of student outcomes 

    The Wellesley Centers for Women will develop appropriate assessments, collaborate with the Office for Institutional Research and team members to collect date, conduct data analyses, prepare reports, and provide feedback from the evaluation to Science Center and College representatives.



  • Understanding the Impact of Arts Programming on School Dropout

    Completed in 2011
    Afterschool programs and school dropout

    This study will investigate the effective practices and support offered in an arts-based afterschool programs to reduce the dropout rate among high school students.



  • State Advisory Council on Early Childhood Education and Care Needs Assessment

    Completed in 2012
    Early Childhood Education

    The purpose of this project is to inform the Massachusetts board of Early Education and Care (EEC) of the resources that will best serve families and communities in supporting the holistic development of children, youth, and families.



  • Facilities for Early Childhood and Out-of-School Time Programs: Standards and Research

    Completed in 2011
    An evaluation of physical spaces in Massachusetts child care settings.



  • Improving Teacher Quality through the National SEED Project on Inclusive Curriculum

    Ongoing since 2011
    A three-year initiative to expand the influence of the National SEED Project on Inclusive Curriculum (Seeking Educational Equity and Diversity)

    The aim of this three-year initiative is to expand the influence of the National SEED Project on Inclusive Curriculum (Seeking Educational Equity and Diversity), to make its model of schooling inclusiveness for all children and families, including its innovative professional development practices, more widely known and available to educators in the United States.



  • After-School Gets Moving

    2010-2012
    Research Study on Physical Activity in OST

    The National Institute on Out-of-School Time (NIOST) conducted a research study on After-School Gets Moving, a physical activity training resource tool for out-of-school time (OST) professionals.



  • Child Care Voucher Project

    Completed 2007
    Assessing Massachusetts' Voucher System
    WCW researchers participated in a study, led by Dr. Valora Washington and under the auspices of the Bessie Tartt Wilson Children’s Foundation, to evaluate the child care voucher system in Massachusetts.



  • Outcomes Evaluation of FasTracKids

    2007-2009
    Evaluation of Participants in FasTracKids

    The FasTracKids Research Study is a 19-month international study aimed at examining the link between participation in FasTracKids enrichment programs and child outcomes (children 4 and 5 years old). FasTracKids Enrichment Centers offer a variety of classes and activities designed to promote early learning, develop creative thinking and problem solving, build verbal communication, promote leadership and personal growth, and encourage a lifelong love of learning.



  • From Out-of-School to Outer Space: Exploring the Solar System with NASA

    Completed in 2011
    Afterschool Activities from NASA

    The project combines out-of-school time (OST) professional advisors, the National Institute on Out-of-School Time (NIOST), and NASA experts from across the agency to use research-based strategies to develop afterschool activity guides adapted from NASA Planetary Science formal education curricula.



  • Youth Worker Career Pathways Project

    Completed in 2010
    Guiding States, Localities and Organizations toward a Framework for Policy and Practice

    The Career Pathways Project will lead to a set of guidelines promoting success and strengthening the work force for afterschool providers towards stability preparation, support and commitment to the wellbeing and empowerment of youth.



  • Out of Harm's Way

    Completed in 2009
    Preventing Violence in Boston Middle Schools

    The primary goal of the Out of Harm's Way (OHW) Initiative is to address the escalating violence in a subset of middle schools in the Boston Public Schools by offering comprehensive services and care, and increasing the participation of students in after school programming. Wellesley Centers for Women and the National Institute on Out-of-School Time would perform as the project evaluator.



  • Building an Outcomes Evaluation System Phase III

    Ongoing since 2007
    Developing Youth and Family Surveys

    During this phase of work, National Institute on Out-of-School Time (NIOST) will design and develop two additional measurement tools—a youth survey (SAYO-Y) and a family survey (SAYO-F). These two tools will be used by Massachusetts Department of Education grantees to better understand youth needs, their program experiences and help pinpoint areas where youth may benefit from additional support.



  • Boston Ready

    Universal Access to Professional Development for Early Childhood Educators
    Using a randomized control design, Michelle Porche will conduct an evaluation of the Boston Ready professional development intervention to test its effectiveness.



  • Learning Circles

    Completed
    Girl Scouts Mentoring

    This was an evaluation project of Learning Circles, a group mentoring program designed to provide opportunities for girls and adult mentors to meet regularly to discuss issues relevant to their lives. The results showed that girls enjoyed the opportunity for discussing issues relevant to their lives with women who were attentive.



  • NICHD Study of Early Child Care and Youth Development

    Completed in 2010
    Early Environments and the Development of Children

    This study, funded by the National Institute of Child Health and Human Development, seeks to determine the relationship between children's early experiences and their developmental outcomes.



  • Massachusetts Early Care and Education and School Readiness Study

    Completed in 2007
    Early Care and Education and School Readiness: Massachusetts

    Researchers focus on aspects of school readiness, including social and language development, along with other data such as hours in care, so as to better understand the ways in which a child's growth is influenced by situational factors. 



  • Success in Science, Technology, Engineering, and Mathematics (SISTEM)

    2006-2010
    Girls' Ongoing Success in Science, Technology, Engineering, and Mathematics (SISTEM)

    While girls do well in science and math courses in middle school, they are less likely to enroll in higher-level STEM courses in high school, thus few will choose these subjects for a college major, and even fewer will complete such a major or go on to pursue a STEM career. The increased knowledge generated by this study will inform ways to increase the participation of girls and other under-represented groups (e.g., racial and ethnic minorities, low-income youth) in sustained STEM study and employment.



  • Boston Public Schools Early Childhood Studies

    2006-2014
    Assessing Preschool and Kindergarten Programs
    The Work, Families & Children team has conducted a series of studies for the Boston Public Schools (BPS), including the BPS K1 and K2 Programs Needs Assessment, and a 2007-08 follow-up study.



  • Health and Safety in Massachusetts Early Care and Education Programs

    2006
    Assessing Health Practices in Early Education

    This project prepared a report to describe the prevalent health practices and concerns in early care and education programs in Massachusetts, as part of a larger project of the Schott Fellowship in Early Care and Education.



  • Hear Our Voices: Evaluation Project

    Completed in 2005
    Girls in Computer Clubhouses

    This project was an evaluation of an all-girls program that provides technology resources, female mentors, and a learning environment to improve girls' attitudes toward and understanding of computers.



  • Family Income, Infant Child Care, and Child Development Study

    Completed in 2005
    Child Care Centers' Influence on Infant Development

    This study followed a random sample of hundreds of children and 100 child care centers in order to examine links between family income, the quality and cost of child-care, and infant language and social development.



  • Fairer Science

    2005-2008
    Gender and Science

    This project seeks to help scientific researchers better communicate their findings on gender as it relates to science, technology, engineering and math to key audiences: media, advocates, policy makers, public.



  • Developing Direct Connections on Bullying and Harassment to Curriculum Frameworks and Performance Standards Nationwide Using Bullyproof

    2004-2006
    Linking Bullyproof to Curriculum Frameworks and Performance Standards: Nationwide

    This project led to the development of a teacher's manual that links curriculum on bullying and harassment directly to national education standards, based on Bullyproof curriculum.



  • Influence of Early Care and Education on Children's Outcomes and Family Functioning: An Ecological Model

    2004-2006
    An Ecological Model: ECE, Children's Outcomes and Family Functioning

    This study examines the varying quality of child care in Massachusetts and across the nation, and its effect on children's performance and family functioning.



  • Gender Equity in Model Sites (GEMS)

    2004-2005
    Gender Equity in Schools

    This project was centered around the question of research, funding, and results: was it possible to implement gender equity in a school over just three years?



  • Massachusetts Capacity Study

    2004-2005
    Assessment of Massachusetts' Education Workforce

    The Capacity Study describes the current early education and care (EEC) workforce in Massachusetts and evaluates the capacity of the State’s higher education system to meet the increased demand for a qualified workforce in early education and care.



  • Maine Cost and Quality Study

    2001-2002
    Cost and Quality of Child Care in Maine

    workfamilieschildren_small20This study sought to examine full-day, year round child care for preschool-age children in Maine to better illuminate links between the quality and the costs of early child care in Maine.



  • Global Issues Teaching Guide

    Completed in 2000
    Teaching Global Issues: Junior & High Schools
    This teaching guide was developed after scholars attended the 1995 Fourth World Conference on Women in Beijing, and includes discussion of human rights, ethnic conflict, and biodiversity.



  • Massachusetts Cost and Quality Study

    2000-2004
    Cost and Quality of Child Care in Massachusetts

    The goal of the Massachusetts Cost and Quality Study was to examine full-day, year-round, community-based center care for preschool-age children (2.9 years to 5 years) and for infants and toddlers, pre-k classrooms in the public schools and family child care programs.



  • SCOPE: Evaluation project

    1999-2000
    After-School Program at Ecotarium, Massachusetts

    This three-year evaluation project was designed to measure the outcome of SCOPE, an inquiry-based science enrichment program for upper-elementary and middle-school aged girls.



  • Massachusetts Afterschool Research Study (MARS)

    Completed in 2005
    Researching Quality Afterschool Programming: Massachusetts

    This project sought to identify the most successful elements of afterschool programs in Massachusetts; including staff, policy making, funding, and program/activity participation.



  • CityWorks: Building Strong Citywide Afterschool Initiatives

    Completed in 2004
    Building Strong Afterschool Initiatives: Policy Planning

    This project sought to improve the availability and preservation of out-of-school time programming and to disseminate information on recruiting, training, development, and finance.



  • New York City Urban Debate League: Investigating Youth's Experiences in a "Democracy in Action" Afterschool Program

    Completed in 2006
    NYC Debate Teams in Afterschool Programs

    This study examined the ways in which youth participate in the League: how do they experience the democratic ideals of a debate program? How do they come to consider and participate in democracy?



  • Met Life Discovering Community Initiative: An Evaluation Project

    Completed in 2006
    Creating Communities in After-School Settings

    This was an evaluation of a national project that fosters more positive attitudes and stronger affiliations among middle school teachers, students, and parents within school communities.



  • WEEA: Review Project

    Completed
    Gender Equity in Educational Materials

    This long-term project was designed to assess gender equity educational materials which were created in relation to the development of Title IX.



  • Cross-Cities Network

    Completed in 2007
    Leaders of After-School Initiatives

    This project connected high-level leaders from different cities and states to educate them on the dynamic landscape of after-school programs. in hopes of directing the influence, funding, and high expectations of these leaders towards a "critical mass" of associated initiatives across the country.



  • Women in Engineering: Evaluation Project

     Evaluating Women in Engineering

    This was an evaluation of a program that aimed to increase the number of middle school girls interested in science, technology, engineering, and mathematics.



  • Oral Storytelling in Math: Evaluation Project

    1998-2001
    Learning Math through Storytelling

    This was an evaluation of materials/programs to help educators teach spatial relations and geometry through the use of storytelling, and its benefits for girls and boys.



  • Empathy Project

    1998 - 2008
    Teaching Preschoolers Empathy

    One of the major developmental tasks of preschoolers is to develop empathy; this project researches and designs curriculum in order better understand and cultivate empathy at a young and critical age.



  • Boston After-School Experiences Study (BASES)

    1994-1998
    Experiences in Boston After-School Programs
    This study was created to better understand how children spend their after-school time, and how it may be best used to improve growth and learning. The study was stratified by ethnicity and took into account gender and social class.

 
Our website uses cookies to enhance your experience. By continuing to use our site, or clicking "Continue", you are agreeing to our privacy policy.
Continue Privacy Policy