Our Publications
Mendez, McCormick, Watt, Gamse Taylor, García
MC² Education's landscape analysis on Genocide Education in Massachusetts for the Massachusetts Department of Elementary and Secondary Education (DESE) represents a collective effort to understand and strengthen how we educate students about genocide, ensuring future generations learn from history to promote empathy, awareness, and justice. These findings highlight what is already occurring across the state as well as opportunities to provide additional support to teachers and their students.
McCormick, Watt, Mendez, Fernandez, and García, 2024
MC² Education has been partnering with Film Prize Junior New Mexico since the 2023-2024 academic year. This report highlights the findings from their first year evaluation of this innovative program that connects middle and high school students with filmmaking. This evaluation examines self-reported student outcomes such as industry-specific and soft skills, teamwork, and persistence. With increasing participation statewide, the program offers insights to policymakers about the potential of project-based education in preparing students for diverse futures in film and beyond.
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McCormick, Woo, Mendez, Grossman, and Magnaricotte, 2024
High dosage tutoring is happening in rural New Mexico with excellent attendance rates. Why does this matter? Students can't benefit from tutoring if they don't go - and we need to find tutoring models that can effectively reach rural areas! The average student in our study attended 71 minutes of tutoring per week. Rachel wrote this Issues Brief that with her colleagues at MDRC and the University of Chicago Education Lab about how the Personalized Learning Initiative partnered with the New Mexico Public Education Department and mostly rural schools to rollout this virtual tutoring model.
McCormick, Woo, Steiner, Grossman, 2023
Rachel and her colleagues describe how their efforts in New Mexico used a researcher/practitioner partnership to reflect on the challenges of a pilot program that offered high-dosage tutoring after school. This collaborative approach led to moving away from evenings and weekends sessions to regular school hours. This shift not only improved attendance but also integrated personalized learning into the school day, ideally fostering deeper engagement and measurable academic success.
Goodson, McCormick, Harvill, Sarna, and Brown, 2024
Rachel and her colleagues from Abt Associates provided technical assistance and analyzed findings from the Investing in Innovation (i3) Fund report evaluates the U.S. Department of Education's $1.4 billion investment in evidence-based educational strategies (2010–2016). This report highlights key findings from those innovations in professional development, school turnaround, and curriculum improvement. Overall, they found that 94% of evaluations met rigorous quality standards and 26% demonstrated significant positive effects on student outcomes. These findings offer valuable insights for future grantmaking efforts under the successor Education Innovation and Research (EIR) program.
McCormick, Harvill, Mendez, Shea 2021
Rachel, Jackie, and their colleagues conducted a rigorous evaluation of the performance and accessibility of charter schools across the state of New Mexico with a special focus on dual-language education models. The study included both a lottery study (in research speak, a randomized controlled trial) and a study that used similar students who didn’t attend charter schools to form a comparison group (in research speak, a quasi-experimental study). This research project provides valuable insights for policymakers, educators, and advocates of educational innovation in New Mexico and recommendations for equity and quality improvements. It also highlights key findings on academic outcomes, college enrollment, and the impact of continuous dual-language instruction.
Mendez and McCormick, 2021
Jackie, Rachel and their colleagues present a comprehensive dual language education Theory of Change Logic Model. This colorful, engaging, and complex model showcases strategies for integrating equity, social justice, and bilingualism into dual language school programs. This resource should be valuable for educators, policymakers, and researchers striving to advance culturally sustaining pedagogy.