We present results from a meta-analysis of 95 experimental and quasi-experimental pre-K–12 science, technology, engineering, and mathematics (STEM) professional development and curriculum programs, seeking to understand what content, activities, and formats relate to stronger student outcomes. Across rigorously conducted studies, we found an average weighted impact estimate of +0.21 standard deviations. Programs saw stronger outcomes when they helped teachers learn to use curriculum materials; focused on improving teachers’ content knowledge, pedagogical content knowledge, and/or understanding of how students learn; incorporated summer workshops; and included teacher meetings to troubleshoot and discuss classroom implementation. We discuss implications for policy and practice.

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How should teachers spend their STEM-focused professional learning time? To answer this question, Heather Hill, Kathleen Lynch, Kathryn Gonzalez, and Cynthia Pollard analyzed a recent wave of rigorous new studies of STEM instructional improvement programs. They found that programs work best when focused on building knowledge teachers can use during instruction. This includes knowledge of the curriculum materials they will use, knowledge of content, and knowledge of how students learn that content. They argue that such learning opportunities improve teachers’ professional knowledge and skill, potentially by supporting teachers in making more informed in-the-moment instructional decisions.

This study explores children's early academic and self-regulatory skills as potential pathways through which a preschool enrichment program-the Chicago School Readiness Project (CSRP)-may contribute to low-income children's long-term outcomes (N = 466; M age at baseline = 4.10 years). We find that CSRP's impact on high school grades may be partially explained by early gains in vocabulary and math skills. Although impacts on high school executive function (EF) were more equivocal, our results suggest that early improvements in math skills attributable to the intervention may, in turn, predict long-term gains in EF skills. These results complement the existing literature on preschool fade out, while also shedding light on the cross-domain relations between academic and self-regulatory skills.

ObjectiveTo build the evidence base on healthy marriage and relationship education (HMRE) programs serving individual adults, this study examined the 1‐year impacts of the MotherWise program, which serves women with low incomes who are pregnant or have just had a baby.BackgroundDespite the increasing prevalence of HMRE programs serving individual adults, few studies have rigorously examined their effectiveness.MethodWomen were randomly assigned to either (a) an intervention group offered MotherWise (n = 512), or (b) a control group not offered MotherWise (n = 437). Women's relationship skills, attitudes, and outcomes were measured by a 1‐year follow‐up survey.ResultsMotherWise improved women's relationship skills and attitudes, and reduced the likelihood of unintended pregnancy. MotherWise did not affect levels of intimate partner violence, coparenting quality, and emotional well‐being. Among women in a relationship with their baby's father, MotherWise improved the quality of that relationship.ConclusionMotherWise met its immediate goal of helping women develop the skills and attitudes to make informed, healthy decisions about relationships. The program's impact on unintended pregnancy suggests the program encouraged women to make more deliberate decisions about family planning.ImplicationsPrograms like MotherWise can improve certain outcomes of new and expectant mothers with low incomes by offering them HMRE services and other supports.