Exploring the Black Box: Design and Implementation Issues of Pay-for-Performance for Rural Physicians.
This study explores key research questions related to the design and implementation of pay-for-performance (P4P) systems by the Center for Medicare and Medicaid Services (CMS) and private health care delivery systems.
Getting on Track Early for School Success: An Assessment System to Support Effective Instruction.
Stephen W. Raudenbush and a team of co-investigators from the University of Chicago’s Committee on Education, Urban Education Institute, Center for Elementary Mathematics and Science Education, and NORC at the University of Chicago are developing objective, valid, and instructionally relevant tools for assessing the literacy and math skills of children of ages three and four. More
HIV Open Data Project Evaluation.
The HIV Open Data Project is a multiphase endeavor funded by the U.S. Department of Health and Human Services (HHS), Office of HIV/AIDS and Infectious Disease Policy (OHAIDP) that seeks to address several known challenges associated with monitoring HHS-funded HIV prevention, treatment, and care services, including the lack of consistency among key indicators, an inability to summarize progress across HHS-funded programs, and a lack of interoperability among systems for reporting programmatic and fiscal data. This project is intended to inform planning activities in support of the HIV Open Data Project by evaluating the feasibility of data streamlining and harmonization strategies across HHS-funded HIV prevention, treatment, and care services. More
Medicare Beneficiary Outcomes in Rural and Urban Home Health Agencies.
This study was conducted to determine whether rural and urban home care agencies differ in terms of patient care outcomes, and to ascertain whether there are agency characteristics that are associated with better or worse outcomes. More
NIJ Dating Violence Experiment in NYC I with PERF.
For this project, on which NORC is a subcontractor to the Police Executive Research Forum, the research team randomly assigned 30 New York City middle schools (two 6th and two 7th grade classrooms in each, with a final total of 117 participating classrooms) to one of four conditions: (1) a classroom‐based intervention, (2) a building intervention, (3) both classroom and building interventions, or (4) a no‐treatment control group. The classroom curriculum included six sessions emphasizing the consequences for perpetrators of dating violence/harassment (DV/H); state and federal laws for DV/H; the setting and communicating of boundaries in relationships; and the role of bystanders as interveners. More