Appendix E

Att_Appendix E.pdf

National Title I Study of Implementation and Outcomes: Early Childhood Language Development (ECLD)

Appendix E

OMB: 1850-0871

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2011-05-31 - Revision of a currently approved collection

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APPENDIX E
Initial Letters to Districts and Notification Packet Materials

Jerry West, Ph.D.
Survey Director

Date

[Superintendent First & Last Name]
Superintendent
[District Name]
[Street Address]
[City], [State] [Zip]
Dear [Superintendent]:
I am writing to you about The National Title I Study of Implementation and Outcomes:
Early Childhood Language Development (ECLD), a new study to identify school programs and
teacher instructional practices associated with improved language development, background
knowledge, and comprehension outcomes for children in prekindergarten through third grade.
The study is sponsored by the Institute of Education Sciences (IES) in the U.S. Department of
Education. Your district is invited to participate in this study of early education in 100 schools
from 10 locations across the U.S.
ECLD is conducted by Mathematica Policy Research, in partnership with Decision
Information Resources (DIR) and renowned reading expert, Dr. Timothy Shanahan of the
University of Illinois-Chicago. The study begins in fall 2011 and continues through spring 2012.
It includes up to five grades (prekindergarten, kindergarten, and first through third grades) and
classroom and student samples will be randomly selected.
The study will collect information about student learning and instructional practices through
student assessments, classroom observations, teacher and administrator questionnaires, student
record reviews, and parent interviews. Findings from the study will be used to identify schoolwide programs and teacher instructional practices associated with growth in students’ language
development and reading achievement and to inform future evaluations of these programs and
practices.
The enclosed packet provides additional information that will assist you in the process of
determining your district’s participation in this important study. It includes:
• Study Fact Sheet
• Frequently Asked Questions
• Data Collection Schedule
• Study Brochure
E.3

• Mathematica Corporate Brochure
• DIR Corporate Brochure
Someone from the study team will be contacting you soon to discuss the study in more detail
and answer any questions you may have about participating in the study. In the meantime, if you
have any questions please feel free to contact me at XXX-XXX-XXXX or [e-mail].
We hope your district will participate in this important study and we look forward to
speaking with you soon.
Sincerely,

Jerry West, Ph.D.
Survey Director

E.4

U.S. DEPARTMENT OF EDUCATION LETTERHEAD

[Superintendent First & Last Name]
Superintendent
[District Name]
[Street Address]
[City], [State] [Zip]
Dear [Superintendent]:
I am writing to let you know that your district will be invited to participate in an important
study, The National Title I Study of Implementation and Outcomes: Early Childhood Language
Development (ECLD). ECLD is a new study that seeks to identify school programs and teacher
instructional practices associated with young children’s language development, background
knowledge, and comprehension outcomes from prekindergarten through third grade. It is very
important to the U.S. Department of Education to collect information on programs and practices
associated with these outcomes in an effort to improve the reading proficiency of students in
Title I schools.
ECLD is being conducted by Mathematica Policy Research, Inc., assisted by Decision
Information Resources (DIR) and the University of Illinois-Chicago. The team is currently
working to gather data on selected schools within your district to identify those that are eligible
for participation in the study. Eligible schools are Title I schools that have a prekindergarten,
kindergarten, and first through third grades and that meet certain reading proficiency criteria.
Planned study activities include assessing students in fall 2011 and spring 2012, conducting
classroom observations in fall and spring, administering a survey to teachers and principals,
conducting a parent interview, and collecting school records.
All responses to the data collection will be used only for statistical purposes. The reports
prepared for this study will summarize findings across the full study sample and will not
associate responses with a specific district, school, or individual. All study team members are
carefully trained in privacy procedures and have signed forms to protect the privacy of
participants and the information they collect.
Enclosed you will find a letter from Mathematica and some additional materials that provide
more information on the study and describe the assistance we will need from you and your staff.
A member of the study team will contact you to explain the study in more detail and answer any
questions you may have.
On behalf of the Institute of Education Sciences (IES) in the U.S. Department of Education,
I would like to thank you in advance for participating in this extremely important study of early
childhood language development and reading. Should you have any concerns regarding the
participation of your district in the study, please contact the study’s Project Officer, Tracy
Rimdzius, at 202-208-7154.

E.5

Sincerely,

E.6

National Title I Study of Implementation and Outcomes: Early Childhood Language
Development (ECLD)
Frequently Asked Questions

What is the study about?
The study is being conducted to identify school-wide programs and teacher instructional
practices associated with improved language development, background knowledge, and
comprehension outcomes for children in prekindergarten through third grade.
How will the study work?
Mathematica will select a sample of 10 schools in each of 10 locations across the U.S. To be
eligible, a school must be a Title I school and have prekindergarten, kindergarten, and first
through third grades. Up to three classrooms within the specified grade levels will be randomly
selected to participate in the study. Seven students in each classroom will be randomly selected
and asked to participate in the study. Students with parental consent will be given assessments
of language development, background knowledge, and listening or reading comprehension in
fall 2011 and again in spring 2012. In addition, selected classrooms will be observed by study
team members, teachers will be asked to complete a brief questionnaire and a short report on
each participating student, and principals will be asked to complete a short questionnaire.
School records data for each student, such as the date the student first enrolled in the school,
number of absences, standardized test scores, and any information about receipt of special
education services also will be collected. The parents of the children in the study will be
interviewed once by phone.
Who is conducting the study?
The U.S. Department of Education’s Institute of Education Sciences is sponsoring the study,
which is conducted by a team of researchers from Mathematica Policy Research in Washington,
DC, Decision Information Resources, Inc. in Houston, TX, and the University of Illinois Center
for Literacy.
Who is participating in the study? How many districts and schools and students will
participate?
The study sample includes 100 schools from 10 locations across the U.S. Up to three
classrooms in each grade (prekindergarten, kindergarten, first through third grade) will be
randomly selected for the study. An average of seven students per classroom will be randomly
selected to participate in the study.
Why was my school selected?
Your school was randomly selected from eligible Title I schools in your district to help identify
school-wide programs and teacher instructional practices that show promise for improving lowincome children’s ability to read and comprehend text. To be eligible, a school must have at
least one prekindergarten classroom and at least two classrooms in each of grades
kindergarten through grade 3.
What will students be asked to do as part of the study?
Students will be administered a set of standardized assessments to measure their language
development, background knowledge, and listening or reading comprehension. The
assessments will be administered in fall 2011 and again in spring 2012. The specific
assessments and the method of administration will vary depending on the student’s grade level.

E.7

All assessments for preschool and kindergarten children will be individually administered.
Assessments for older children will involve a combination of individual- and group-administered
tests.
Why do you need to interview students’ parents and what types of questions will they be
asked?
The parent interview will allow us to measure background characteristics of the children’s home
environment. Parents will be asked about their education, employment status, income level,
marital status, race/ethnicity, language spoken in the home, and home literacy environment,
such as reading to the child, help with homework, and availability of literacy materials.
How much time will the study require from teachers, principals, and other school staff?
Every effort will be made to minimize the amount of time required of teachers, principals, and
other school staff participating in the study. Teachers will be asked to complete a brief, 25
minute survey and a teacher-student report for each student participating in the study. The
teacher-student report is a short form requesting information on the student such as
engagement, attention, instructional grouping for reading, and special placement. Principals will
be asked to complete a short, 30 minute survey. School staff will be asked to provide school
records information on students such as receipt of special education services, standardized test
scores, grade repetition, and attendance.
In addition, the study team will observe each classroom twice during the school year (once in
fall 2011 and again in spring 2012). The observations do not require any additional time from
school staff, and teachers will not be asked to deviate from their typical class activities.
Will information be kept private?
Responses to this data collection will be used only for statistical purposes. The reports prepared
for this study will summarize findings across the sample and will not associate responses with a
specific district, school, or individual. We will not provide information that identifies you, your
district, or school to anyone outside the study team, except as required by law.
Who can I contact for more information about the study?
Please contact [name], the study’s Deputy Survey Director, at [toll-free number] or [e-mail].

E.8

NATIONAL TITLE I STUDY OF IMPLEMENTATION AND OUTCOMES: EARLY CHILDHOOD
LANGUAGE DEVELOPMENT (ECLD)
FACT SHEET
The U.S. Department of Education (ED) is sponsoring a study of 100 Title I schools to identify
school programs and teacher instructional practices associated with improved language
development, background, knowledge, and comprehension outcomes for children in
prekindergarten through third grade.
Mathematica Policy Research Inc. (Mathematica), teaming with Decision Information
Resources, Inc. (DIR) and Dr. Timothy Shanahan, University of Illinois−Chicago, are
conducting the study to answer the following research questions:
1. How do language development, background knowledge, and comprehension develop
across preschool through grade three?
2. What school programs are being used in the sample of schools, and what teacher
instructional practices are observed to support children’s language development,
background knowledge, and comprehension?
3. What school programs are associated with greater student progress in language
development, background knowledge, and comprehension?
4. What teacher instructional approaches are associated with greater student progress in
language development, background knowledge, and comprehension?
5. How does the quality of the home literacy environment interact with teacher
instructional practices in predicting children’s progress over the school year in
language development, background knowledge and comprehension?
KEY FEATURES OF THE STUDY
•

Who is participating in the study? The study includes 100 schools from 10 locations
across the U.S. The study will include up to five grades (prekindergarten,
kindergarten, and first through third grades) and classroom and student samples will
be selected for each.

•

When will the study be conducted? Data collection begins in fall 2011 and continues
through spring 2012.

• What does participation involve? Study activities include student assessments that
will be administered by the study team to a sample of students in prekindergarten
through third grade. These tests will assess language development, background
knowledge, and comprehension. The team will also conduct half-day classroom
observations at two points in the year (fall and spring) to observe reading instruction.
Brief surveys will be administered to teachers and principals. In addition, teachers
will be asked to complete a short teacher-student report on each participating student.
The study will collect school records information about students such as date of
E.9

enrollment, standardized test scores, special services received, and attendance. The
study team will also conduct telephone interviews with parents of participating
students. The table below outlines the schedule of the specific activities.

Data Collection Activity
Student assessments
Principal survey
Teacher survey
Teacher-student report
Classroom observations
School records collection
Parent interview
•

Fall
X
X

Spring
X
X
X
X
X
X

How will the data be collected? Several different modes of data collection will be
used:
Data Collection Activity
Prekindergarten – 1st grade student
assessments
2nd and 3rd grade student
assessments

Mode
Computer-based individual assessments
Computer-based individual assessments;
Group assessments

Principal survey
Teacher survey
Teacher-student report
Classroom observations
School records
Parent interview

Paper copy
Web-based survey
Web-based survey
Direct observations
Electronic forms
Phone

REASONS TO PARTICIPATE
• Contribution to knowledge about reading instruction. This study provides an
opportunity to contribute to the knowledge base about what schools and teachers can
do to support young children’s language development and reading achievement –
information that policy makers and educators can use.
• Payment to Schools. To offset the administrative burden associated with supporting
the study, Mathematica will make payments to participating schools in the amount of
$2,000.
SCHOOL DISTRICT’S ROLE
• Updating school information. Mathematica will work with designated district staff to
update school information needed to select the sample of 10 schools to participate in
E.10

the study. Such information includes, but is not limited to, confirming a school’s Title
I status and the number of classrooms and students in prekindergarten through third
grade.
• Determination of consent process. Mathematica and district staff will jointly
determine the process for obtaining parent consent.
SCHOOL’S ROLE
• Distribution of consent forms. School staff will be asked to assist with the
distribution of consent forms based on the process determined by Mathematica and
their district.
• Providing student rosters. The study team will request copies of student rosters from
schools for each of the participating classrooms to identify the student sample.
Rosters will be requested at three points during the school year: at the beginning of
the school year, approximately two months into the school year, and at the end of the
school year.
• Assisting with student assessment and classroom observation scheduling. Trained
Mathematica staff will conduct student assessments in fall 2011 and in spring 2012.
The team will need assistance from the school in scheduling to be sure we do not
conflict with other important school events. Mathematica will be using a 50-minute
individually-administered assessment for prekindergarten, kindergarten, and first
grade students. In addition, second and third grade students will be given a shorter
individual assessment and a group-administered test. The team will also need
assistance in scheduling the classroom observations.
OTHER INFORMATION
• Privacy. Responses to this data collection will be used only for statistical purposes.
The reports prepared for this study will summarize findings across the sample and
will not associate responses with a specific district, school, or individual. We will not
provide information that identifies you, your district, or school to anyone outside the
study team, except as required by law.
• Study size. The study includes 100 schools in 10 locations across the U.S.
• Publication plans. A final report on the national findings for the 2011-12 school year
will be provided to ED in fall 2014. This report will be shared with participating
districts. In addition, Mathematica will provide districts with a summary of the
research findings that are of greatest interest to practitioners.
• Contact information. If you have any questions about the study, please contact the
study’s Deputy Survey Director, [name], at XXX-XXX-XXXX or [e-mail].

E.11

NATIONAL TITLE I STUDY OF IMPLEMENTATION AND OUTCOMES:
EARLY CHILDHOOD LANGUAGE DEVELOPMENT (ECLD)
DATA COLLECTION SCHEDULE

Instrument
Student Assessments – will assess language development, background knowledge,
and comprehension.
Principal survey – questions will address reading instructional programs and
practices used from prekindergarten through third grade; curricula used in
prekindergarten through third grade, particularly those to support language
development and early reading; supports for struggling readers; and professional
development available to teachers.
Teacher survey – items will focus on teacher background, credentials, professional
development, reading programs used, books/readers used in the classroom, reading
instructional activities and teaching strategies, support for struggling readers and dual
language learners (DLLs), and general behavior of children in the classroom, such as
disruption and cooperation.
Teacher-student report – will collect student-level data from teachers on
individual child engagement/attention, instructional grouping for reading, special
placement and receipt of services, support for reading, and disruptive behavior.
Classroom observations – will assess the emotional supportiveness or positive
climate of the classroom, teacher language modeling and support for learning, and
instructional practices that support children’s language development, comprehension of
both oral and written information, and expansion of background knowledge.
School records – will include the date each child began at the school, receipt of
special education services, grade repetition, standardized test scores, and attendance.

Parent interview – items will address family resources and risk factors, such as
parent education and employment status, and home literacy environment, such as
reading to the child and availability of literacy materials.

E.12

Fall
2011
X

Spring
2012
X

X
X

The study will include 100 schools
from 10 locations across the U.S.

How many districts and schools
will participate?

school to anyone outside the study
team, except as required by law.

Responses to this data collection
will be used only for statistical
purposes. The reports prepared for
this study will summarize findings
across the sample and will not associate responses with a specific
district, school, or individual. We
will not provide information that
identifies you, your district, or

Will information be
kept private?

Please contact Mathematica Policy
Research toll-free at (XXX) XXXXXXX.

The study’s goal is to identify
school programs and teacher instructional practices associated
with improving language development, background knowledge,
and comprehension outcomes
for students.

www.mathematica-mpr.com

P.O. Box 2393
Princeton, NJ 08543-2393
(609) 799-3535 | (609) 799-0005 (fax)

The study is sponsored by the
U.S. Department of Education’s
Institute for Education Sciences.
Two highly-regarded independent
research firms, Mathematica Policy
Research and Decision Information
Resources, are conducting the
study in partnership with the University of Illinois-Chicago Center
for Literacy.

Who is conducting the study?

How can I get more information
about the study?

What is the purpose of
the study?

Sciences (IES)

of Education

Education’s Institute

U.S. Department of

Sponsored by the

(ECLD)

Development

Language

Early Childhood

and Outcomes:

Implementation

Study of

National Title I

The

outcomes. The findings will also help
inform future rigorous evaluations of
strategies to improve these outcomes.

as preschoolers. Through instruction
in early elementary grades, by third
grade, most children are making the
transition from “learning to read” to
“reading to learn.”

skilled, fluent reading that enables

them to learn.

The study will be conducted in 10 loca-

U.S. Department of Education.

ents of participating students.

interviews will be conducted with par-

teachers and principals, and telephone

Brief surveys will be administered to

tions to observe reading instruction.

will also conduct classroom observa-

school through third grade. The team

and comprehension for children in pre-

development, background knowledge,

clude student assessments of language

2012 school year. Study activities in-

tions across the U.S. during the 2011-

What are the study activities?

contributions to this important study.

parents will be compensated for their

Participating schools, teachers, and

improved language development, back-

instructional practices associated with

comprehension sponsored by the

elementary reading, language, and

an important new study of early

You are invited to participate in

ground knowledge, and comprehension

and by picking up early literacy skills

progress at the expected rate toward

about promising programs and teacher

and early child care environments

Many children, however, do not

The study is an opportunity to learn

absorbing language from their home

What are the benefits of
participating?

learn in school and over their lifetimes.

through a natural process of

skill that enables children to

R
ost children learn to read

eading is a critical foundational

P O L I C Y

E V A L U A T I O N

•

S I M U L A T I O N

M O D E L S

M A T H E M A T I C A

P O L I C Y

R E S E A R C H,

I N C.

M A T H E M A T I C A

P O L I C Y

R E S E A R C H,

I N C.

TO FIND OUT MORE

For more information, please contact
the Communications Department.
(609) 799-3535
Fax: (609) 799-0005

SERVICES

S OUND

PROV I D E

FOUNDATION

PRINCETON OFFICE

PO Box 2393
Princeton, NJ 08543-2393
(609) 799-3535
Fax: (609) 799-0005

I N T E G R A T I N G

R E S E A R C H

WASHINGTON OFFICE

FOR

DECISIONS

THAT

600 Maryland Avenue, SW, Suite 550
Washington, DC 20024-2512
(202) 484-9220
Fax: (202) 863-1763

A N D

D A T A

CAMBRIDGE OFFICE
AFFE CT

THE

WELL-BEIN G

955 Massachusetts Avenue
Cambridge, MA 02139-3726
(617) 491-7900
Fax: (617) 491-8044
SURVEY OPERATIONS CENTER

AMERICANS.

315 Enterprise Drive
Plainsboro, NJ 08536-3345
(609) 897-7495
Fax: (609) 936-1462

C O L L E C T I O N

S E R V I C E S

Mathematica strives to improve public
well-being by bringing the highest standards
of quality, objectivity, and excellence
to bear on the provision of information
collection and analysis to our clients.
www.mathematica-mpr.com
Mathematica® is a registered trademark
of Mathematica Policy Research, Inc.

S A M P L E

D E S I G N S

•

D A T A

C O L L E C T I O N

PRINCETON, NJ • WASHINGTON, DC • CAMBRIDGE, MA

THE FOUNDATION FOR
DECISION MAKING

Mathematica Policy Research, Inc., is a leader in policy
research and analysis. Its reputation for excellence is based
on bringing an objective eye to the research used to support
policy making. ■

The Research Division’s work force includes nationally
recognized experts on public policy and research designs,
including demographers, economists, psychologists, sociologists, statisticians, education specialists, and systems analysts.■

In 1968, Mathematica® conducted the ﬁrst social experiment
in the United States to test ways of encouraging welfare
recipients to work. The ﬁrm continues to lead the way in
evaluating public programs and demonstrations, often in
innovative ways. Its studies, which bridge the human life
span from children’s health and welfare to long-term care for
older people, have provided information to guide decisions in
virtually every policy area. ■

Meeting the Demand for Information:
The Surveys and Information Services Division
As the demand for high-quality information about social
and system changes has grown, Mathematica’s Surveys and
Information Services Division has seen its work increase
dramatically. The division offers expertise in survey design and
implementation, database management, and systems design
and programming. Its capabilities include sample design and
implementation, questionnaire design, and computer-assisted
interviewing and coding. The division, which is located in the
Princeton and Washington, DC, ofﬁces, also conducts focus
groups, uses video technology to collect behavioral information, enters data from surveys, and extracts and codes data
from existing records. ■

Today, Mathematica offers a unique combination of
evaluation expertise, direct data collection services, and
insight into the socioeconomic issues that drive public
policy. Mathematica serves federal agencies, state and
local governments, foundations, universities, professional
associations, and businesses. ■
The company has ofﬁces in Princeton, NJ, Washington, DC,
and Cambridge, MA. It also maintains a state-of-the-art
survey operations center. Mathematica has two operating
divisions—Research and Surveys and Information Services.
The Washington ofﬁce also houses Mathematica’s research
afﬁliate, the Center for Studying Health System Change. ■

The division is especially well known for its ability to achieve
high response rates and collect quality data in surveys of people
who are difﬁcult to interview or hard to locate. It collects data
by telephone, mail, and in person. Its sophisticated survey
operations center includes nearly 200 computer-assisted
telephone interviewing stations. The division maintains a
large inventory of laptops for
computer-assisted personal interviewing and cellular telephones for
interviewing households without
telephones (a call is placed from
the ﬁeld to Mathematica and a
computer-assisted interview is
conducted). Additional computers
and cellular telephones are acquired
as needed for speciﬁc projects. ■

In the Forefront of Assessing Change:
The Research Division
Mathematica’s Research Division is recognized nationwide
for its state-of-the-art studies to help solve our nation’s most
pressing social problems. It is also known for its pioneering
work in building the methodology, particularly random
assignment techniques, used in social research experiments.
The division, located in the Princeton, Washington, DC, and
Cambridge ofﬁces, designs program demonstrations, evaluates
program effectiveness, and prepares policy analyses. The
projects range from national studies lasting ﬁve or more years
to quick-turnaround analyses. The division is well known for
using survey and administrative data to answer questions

N U T R I T I O N • D I S A B I L I T Y • C H I L D R E N

The division’s staff includes many
nationally recognized experts in
survey, questionnaire, and sample design, including statisticians, survey methodologists, and survey researchers. ■

A N D

F A M I L I E S • N U T R I T I O N • D I S A B I L I T Y • C H I L

UILDING

A N D

about program effectiveness. It specializes in econometric
and statistical analyses of impacts, beneﬁts and costs, quality,
and value of output. To predict the effects of proposed changes,
it uses sophisticated microsimulation techniques to answer
“what if ” questions. To clarify how programs are implemented
and operate, it conducts process and case studies. It also
provides technical assistance as well as programming and
systems support. ■

• W E L F A R E • N U T R I T I O N • D I S A B I L I T Y • C H I L D R E N

E D U C A T I O N • L A B O R • H E A L T H • W E L F A R E

F A M I L I E S • A G I N G • E D U C A T I O N • L A B O R • H E A L T H

THE FOUNDATION FOR
DECISION MAKING

Mathematica Policy Research, Inc., is a leader in policy
research and analysis. Its reputation for excellence is based
on bringing an objective eye to the research used to support
policy making. ■

N U T R I T I O N • D I S A B I L I T Y • C H I L D R E N

The division’s staff includes many
nationally recognized experts in
survey, questionnaire, and sample design, including statisticians, survey methodologists, and survey researchers. ■

A N D

F A M I L I E S • N U T R I T I O N • D I S A B I L I T Y • C H I L

UILDING

A N D

• W E L F A R E • N U T R I T I O N • D I S A B I L I T Y • C H I L D R E N

E D U C A T I O N • L A B O R • H E A L T H • W E L F A R E

F A M I L I E S • A G I N G • E D U C A T I O N • L A B O R • H E A L T H

THE FOUNDATION FOR
DECISION MAKING

Mathematica Policy Research, Inc., is a leader in policy
research and analysis. Its reputation for excellence is based
on bringing an objective eye to the research used to support
policy making. ■

N U T R I T I O N • D I S A B I L I T Y • C H I L D R E N

The division’s staff includes many
nationally recognized experts in
survey, questionnaire, and sample design, including statisticians, survey methodologists, and survey researchers. ■

A N D

F A M I L I E S • N U T R I T I O N • D I S A B I L I T Y • C H I L

UILDING

A N D

• W E L F A R E • N U T R I T I O N • D I S A B I L I T Y • C H I L D R E N

E D U C A T I O N • L A B O R • H E A L T H • W E L F A R E

F A M I L I E S • A G I N G • E D U C A T I O N • L A B O R • H E A L T H

P O L I C Y

E V A L U A T I O N

•

S I M U L A T I O N

M O D E L S

M A T H E M A T I C A

P O L I C Y

R E S E A R C H,

I N C.

M A T H E M A T I C A

P O L I C Y

R E S E A R C H,

I N C.

TO FIND OUT MORE

For more information, please contact
the Communications Department.
(609) 799-3535
Fax: (609) 799-0005

SERVICES

S OUND

PROV I D E

FOUNDATION

PRINCETON OFFICE

PO Box 2393
Princeton, NJ 08543-2393
(609) 799-3535
Fax: (609) 799-0005

I N T E G R A T I N G

R E S E A R C H

WASHINGTON OFFICE

FOR

DECISIONS

THAT

600 Maryland Avenue, SW, Suite 550
Washington, DC 20024-2512
(202) 484-9220
Fax: (202) 863-1763

A N D

D A T A

CAMBRIDGE OFFICE
AFFE CT

THE

WELL-BEIN G

955 Massachusetts Avenue
Cambridge, MA 02139-3726
(617) 491-7900
Fax: (617) 491-8044
SURVEY OPERATIONS CENTER

AMERICANS.

315 Enterprise Drive
Plainsboro, NJ 08536-3345
(609) 897-7495
Fax: (609) 936-1462

C O L L E C T I O N

S E R V I C E S

S A M P L E

D E S I G N S

•

D A T A

C O L L E C T I O N

PRINCETON, NJ • WASHINGTON, DC • CAMBRIDGE, MA

P O L I C Y

E V A L U A T I O N

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S I M U L A T I O N

M O D E L S

M A T H E M A T I C A

P O L I C Y

R E S E A R C H,

I N C.

M A T H E M A T I C A

P O L I C Y

R E S E A R C H,

I N C.

TO FIND OUT MORE

For more information, please contact
the Communications Department.
(609) 799-3535
Fax: (609) 799-0005

SERVICES

S OUND

PROV I D E

FOUNDATION

PRINCETON OFFICE

PO Box 2393
Princeton, NJ 08543-2393
(609) 799-3535
Fax: (609) 799-0005

I N T E G R A T I N G

R E S E A R C H

WASHINGTON OFFICE

FOR

DECISIONS

THAT

600 Maryland Avenue, SW, Suite 550
Washington, DC 20024-2512
(202) 484-9220
Fax: (202) 863-1763

A N D

D A T A

CAMBRIDGE OFFICE
AFFE CT

THE

WELL-BEIN G

955 Massachusetts Avenue
Cambridge, MA 02139-3726
(617) 491-7900
Fax: (617) 491-8044
SURVEY OPERATIONS CENTER

AMERICANS.

315 Enterprise Drive
Plainsboro, NJ 08536-3345
(609) 897-7495
Fax: (609) 936-1462

C O L L E C T I O N

S E R V I C E S

S A M P L E

D E S I G N S

•

D A T A

C O L L E C T I O N

PRINCETON, NJ • WASHINGTON, DC • CAMBRIDGE, MA

Corporate Resume
Company Overview

Core Services

Since 1984, DIR has provided our clients the
research, evaluation, and technical assistance
that they require to make informed decisions,
measure the effectiveness of programs, and
develop strategies. DIR has multilingual
capabilities and offers unique perspectives and
sensitivities that are invaluable when working
with diverse groups and populations. DIR is
committed to consistently high quality, fiscal
responsibility, and on-time delivery.

Research and Evaluation

Selected Clients and Partners

Surveys and Data Collection

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Battelle Memorial Institute
Baylor College of Medicine
City of Houston
Duke Energy Gas Transmission
Fieldstone Alliance
Houston Information Technology
Empowerment Consortium (HITEC)
Mathematica Policy Research
M.D. Anderson Cancer Center
National Education Association
National Youth Employment Coalition
Nonprofit Finance Fund
Pacific Gas and Electric Company
Rice University
Sharpstown Center
Texas Education Agency
Texas Workforce Commission
U.S. Departments of Education, Labor, and
Health and Human Services
Westat
W.K. Kellogg Foundation

• Performance measurement and reports
• Organizational climate and diversity
assessments
• Quantitative and qualitative data
collection and analyses
• Policy analysis
• Demographic and market research
• Customer-satisfaction studies

Computer-assisted telephone interviews
Computer-assisted personal interviews
In-depth interviews
Field surveys
Mail and self-administered surveys
Web-based surveys
Focus groups

Technical Assistance

• Conference planning
• Customized training
• Database development and management
Areas of Expertise
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Children and youth
Communities and organizations
Consumers, markets, and demographics
Education
Health and human services
• Workforce development

Awards and Recognitions

Affiliations and Certifications

• Nominee, Business Innovator of the Year,
Black Enterprise Magazine
• Houston “100”—Top 100 Small Businesses
• Sar Levitan Advancing the Workforce
Development Research Agenda Award

• Houston Minority Business Council
• State of Texas Recognized H.U.B.
• U.S. Department of Education—MATO
Vendor
• Certified small business

For information, contact R. Malené Dixon, senior manager: 713-650-1425, x 104, or mdixon@dir-online.com.
© 2009 Decision Information Resources, Inc. • 2600 Southwest Freeway, Suite 900 • Houston, Texas 77098
Phone: 713-650-1425 • Fax: 713-650-1576 • www.dir-online.com

File Type	application/pdf
File Title	MEMORANDUM
Author	Robert Agodini
File Modified	2009-12-15
File Created	2009-12-15