The ICF team employed a mixed-methods design to evaluate the Beginning Teacher Induction and Mentoring (BTIM) program, authorized and funded by the Texas Legislature in 2006 to increase retention of beginning teachers. ICF conducted both quantitative data collection and analyses (e.g., protégé, mentor, and administrator surveys, propensity score matching, and student outcomes) and qualitative data collection and analyses (i.e., case studies focusing on specific schools).
ICF conducted a formative and summative evaluation of three discretionary grant programs focused on dropout prevention to assess their implementation, effectiveness, and cost-effectiveness. This work highlights ICF’s expertise in designing quasi-experimental studies using a mixed-methods approach to measure the impact of program activities on student and teacher outcomes.
Under contract with the Office of Head Start, Administration for Children and Families, ICF provides training and technical assistance (TTA) support in 21 states across four federal regions to Head Start and Early Head Start grantees.
ICF operated a Child and Youth Program (CYP) Task Force for the Commander, Navy Installations Command. The Task Force identified space requirements among child care facilities and programs, assessed implementation of the established management standards at CY programs and the need for additional child care availability, and developed a description of youth programming.
ICF is assisting the U.S. Department of Health and Human Services' (HHS) Office of Planning, Research and Evaluation (OPRE) in setting the direction of research on early childhood services and child care, disseminating and applying research findings in the field, and engaging academic and practitioner communities. These activities are extending the knowledge base and providing a foundation for state-of-the-art services for children and families, particularly preschoolers, toddlers, and infants from low-income, underserved, and vulnerable populations.
ICF planned and managed the 2010 biennial Head Start national research conference. The purpose of the conference, which was held in June 2010, was to identify and disseminate cutting-edge, scientific research on early childhood development and to promote dialogue and partnership between researchers, practitioners, and policymakers. ICF will also plan and manage the next Head Start conference in 2012.
The Atlantic Philanthropies funded CIS National and ICF to conduct a five-year, multi-site, mixed-method evaluation of Communities in School, a nationwide initiative that surrounds students with a community of support to empower them to stay in school and achieve in life.
ICF is part of the evaluation team conducting a multi-year, school-level, randomized controlled trial study and implementation study of Diplomas Now— a U.S. Department of Education-funded school improvement intervention that is aimed at ensuring students graduate from high school prepared for college success. ICF is conducting approximately 20,000 baseline and end-of-year student surveys, online principal and teacher surveys, and case studies in 10-12 schools.
ICF International was selected by the U.S. Navy to conduct an in-depth analysis of the child placement Resource and Referral and Central Waiting List services across worldwide Navy Child and Youth Programs (CYP). Navy CYP programs provide developmental child care and youth recreational programs and services for eligible children and youth ages 4 weeks to 18 years of age.
Since 2009, ICF has served as the national evaluator for the Drug Free Communities (DFC) Support Program, which is administered by the Office of National Drug Control Policy (ONDCP) in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA). ICF is tasked with measuring the impact of 718 community coalitions in reducing substance use and related consequences.
ICF and its partners conducted the program evaluation of New Jersey’s Mathematics and Science Partnership program, assisting New Jersey’s Department of Education (ED) to increase the academic achievement of students in mathematics and science by enhancing the content knowledge and teaching skills of their classroom teachers. Ultimately the evaluation contributed to the U.S. Department of Education’s research on the impact of various professional development strategies on student achievement.