Age, Gender & Gender Identities

ASPE REPORT Programs to Reduce Teen Pregnancy, Sexually Transmitted Infections, and Associated Sexual Risk Behaviors: A Systematic Review April 2013 By: Brian Goesling, Silvie Colman, Christopher Trenholm (Mathematica Policy Research)

The National Plan to Address Alzheimer’s Disease requires the Office of the Assistant Secretary for Planning and Evaluation (ASPE) and the Administration for Intellectual and Developmental Disabilities (AIDD) within the Administration for Community Living (ACL) to establish a task force to create a plan of action to address the needs of specific populations disproportionally affected by Alzheim

This evaluation describes existing state Express Lane Eligibility (ELE) programs including the administrative costs and ELE enrollment trends, estimates the impact of ELE adoption on total enrollment, and previews the issues that will be examined through future evaluation activities.

In 2009 the U.S. Department of Health and Human Services (HHS) funded a project designed to better understand how to support parents throughout children’s development in order to ultimately promote positive long-term outcomes; in particular, positive adolescent development and reductions in risky behavior.

Typically, one or two parents and a child – along with any siblings – comprise a family, and the parents’ interactions with the child are a primary driver of the child’s development. Yet nearly 4 percent of U.S. children (nearly 3 million) live in homes with no parent present.

Typically, one or two parents and a child–along with any siblings–comprise a family, and the parents’ interactions with the child are a primary driver of the child’s development. Yet nearly 4 percent of U.S. children (nearly 3 million) live in homes with no parent present.

ASPE Report   By: Tamara G. Halle, Elizabeth C. Hair, Margaret Buchinal, Rachel Anderson, and Martha Zaslow Prepared for: Laura Radel Office of the Assistant Secretary for Planning and Evaluation (ASPE) U.S. Department of Health and Human Services

This research brief explores the relative strength of association between skills at school entry and later developmental outcomes both within and across domains of development. It highlights findings from a project aimed at providing an empirical exploration of differential prediction of outcomes in later elementary school from school entry skills considered individually and collectively.