Julie Bruch

About

Julie Bruch leads the development of a toolkit supporting the What Works Clearinghouse (WWC) elementary writing practice guide. Ms. Bruch has broad expertise in studying the implementation and outcomes of education programs at the K–12 and postsecondary levels, and she has experience partnering with state and local education agencies, policymakers, and practitioners in the Mid-Atlantic region to understand and respond to research needs, including with Pittsburgh Public Schools, NJDOE, and the DC Public Charter School Board. Ms. Bruch has provided coaching and technical support to school districts, professional development providers, community colleges, and education intervention developers, covering topics such as identifying and assessing evidence, study design, defining and measuring outcomes, and program implementation. She also has more than a decade of experience assessing evidence and developing products for researchers and practitioners as part of the WWC. Ms. Bruch can be contacted at RELMidAtlantic@mathematica.org.

Associated IES Content

About REL Mid-Atlantic

Regional Educational Lab (REL) Mid-Atlantic partners with key stakeholders in Delaware, District of Columbia, Maryland, New Jersey, and Pennsylvania to develop evidence that can inform consequential decisions about policy, programs, and practice.
report Descriptive Study

Identifying Students At Risk Using Prior Performance Versus a Machine Learning Algorithm

This report provides information for administrators in local education agencies who are considering early warning systems to identify at-risk students. Districts use early warning systems to target resources to the most at-risk students and intervene before students drop out. Schools want to ensure the early warning system accurately identifies the students that need support to make the best use of available resources. The report compares the accuracy of using simple flags based on prior acad...
Sep 28, 2021
Blog

Identifying At-Risk Students: Do Data on Child Welfare and Human Services Improve Early Warning Systems?

Homelessness, teenage pregnancy, child abuse, parental substance abuse, and unsafe living conditions can put students at risk for negative academic outcomes.i Although these family- and community-related situations exist outside of schools, they can drastically affect students' attendance, behavior, and course performance--the ABCs of early warning systems that schools often use to identify students at risk of dropping out. According to the U.S. Department of Education, more than half of t...
Date published:
Jul 23, 2020
report Descriptive Study

Using Data from Schools and Child Welfare Agencies to Predict Near-Term Academic Risks

This report provides information for administrators, researchers, and student support staff in local education agencies who are interested in identifying students who are likely to have near-term academic problems such as absenteeism, suspensions, poor grades, and low performance on state tests. The report describes an approach for developing a predictive model and assesses how well the model identifies at-risk students using data from two local education agencies in Allegheny County, Pennsyl...
Jul 01, 2020
Publication number:
REL 2020-027
report Descriptive Study

Changes in Financial Aid and Student Enrollment at Historically Black Colleges and Universities after the Tightening of PLUS Credit Standards

The purpose of this study was to examine the changes in financial aid and student enrollment at historically Black colleges and universities (HBCUs) after the U.S. Department of Education increased the credit history requirements necessary to obtain Parental Loans for Undergraduate Students (PLUS). The study used institution-level data to examine financial aid and enrollment changes at four-year non-profit institutions in 2012/13 (the first full academic year after the new credit standards we...
Apr 01, 2015
report Descriptive Study

Using Alternative Student Growth Measures for Evaluating Teacher Performance: What the Literature Says

States are increasingly interested in including measures of student achievement growth, or "value- added," in evaluating teachers. Annual state assessments, however, which are the typical measure of student growth, usually cover only reading and math teachers and only in grades 4-8. These state assessments thus cannot generally be used to measure contributions to student achievement growth for early elementary school teachers, most high school teachers, and teachers of other subjects. As a co...
Sep 01, 2013