This report describes development of a statewide framework for evaluating and monitoring the short- and long-term impact of prevention and early intervention funding for mental health services on the California population. It details the approach, the data sources, and the frameworks developed: an overall approach framework and outcome-specific frameworks.

Private contractors have been deployed extensively around the globe for the past decade and may be exposed to many of the stressors that are known to have physical and mental health implications for military personnel. Results from a RAND survey offer preliminary findings about the mental and physical health of contractors, their deployment experiences, and their access to and use of health care resources.

The U.S. Army is introducing a new fitness test for the first time in more than 40 years. In this report, the authors conduct a review of the Army Combat Fitness Test and provide recommendations to support the Army's implementation decisions.

The American School District Panel (ASDP) is the newest addition to the RAND Corporation's American Educator Panels (AEP) and was designed to survey district leaders several times each school year. RAND recruits ASDP members using probabilistic sampling methods, which allow researchers to weight survey results to generalize to the national population of school districts and charter management organizations. This report provides technical information about the spring 2023 ASDP survey of district leaders. The authors describe the survey administration and weighting processes they used to produce nationally representative estimates.

This brief highlights key findings of a RAND survey of providers in New York State regarding the preparedness of community providers (i.e., not affiliated with the Department of Veterans Affairs) to treat veterans.

This final report summarized all findings of the evaluation of the Delaware Stars for Early Success (program). The primary focus is on two questions: Do early care and education programs with higher ratings deliver higher-quality care and early learning than those with lower ratings? Do children in programs with higher ratings have better learning and developmental outcomes than children in programs with lower ratings? These questions are examined using data collected in 2014–2015 on program quality from a sample of Delaware center- and home-based providers, along with measures of learning for children enrolled in the sampled programs. This report also report on results from a survey of the directors of the sampled providers, and addressed these issues, such as quality improvement supports, financial incentives, and other aspects of system performance, some of which were analyzed in more detail in two earlier reports. Based on the findings, recommendations are offered for improving the effectiveness of the state’s quality rating and improvement system (QRIS).

"This research brief presents findings from evaluations of community-based interventions to reduce violence's harmful effects on children"--Publisher's description.

Title I of the federal Elementary and Secondary Education Act, as reauthorized by the No Child Left Behind Act (NCLB), requires states to establish standards, assessments, and accountability systems to ensure that every child achieves proficiency in reading and mathematics by the year 2014. This report describes exploratory analyses of the effects of components of the No Child Left Behind accountability system on the achievement of students in affected Title I schools. The analyses used school-level and student-level assessment data from two states and three school districts, employing a quasi-experimental regression discontinuity method to examine whether schools that fell short of "adequate yearly progress" (AYP) or were identified for improvement under NCLB showed subsequent improvements in student achievement. The purpose of the analysis was to explore the usefulness of the regression discontinuity method for examining the effects of the NCLB accountability system. This analysis was conducted under the National Longitudinal Study of No Child Left Behind (NLS-NCLB), which is examining the implementation of key NCLB provisions at the district and school levels. This report divides into five parts. Following the Introduction in Part 1, Part 2 contains: Using RD to Examine the Effects of Not Making AYP and Identification for Improvement. Part 3 continues with: School-Level RD Analysis in Two States; and Part 4 presents: RD Analysis of Student-Level Achievement Data in Three Large Districts. Part 5 concludes with: Summary and Implications. Appended are: (1) Supplemental Tables for Subgroups of Students, and (2) Selection of Sites Included in This Report. (Contains 23 exhibits.).

This report determines the preliminary impact of CalMHSA’s prevention and early intervention activities on the knowledge, attitudes, and behaviors of California community college faculty and staff regarding supporting students’ mental health needs.