The COVID-19 pandemic exposed inequities in access to and success in career and technical education (CTE). This post summarizes a discussion among teachers and program coordinators about what has changed a year into remote instruction, and about how to make CTE programs more equitable now and when in-person instruction returns.
Recent federal policy supports creating middle-class jobs in the “green economy.” To better understand how community colleges can build programs that provide reliable growth trajectories for students in this field, MDRC talked with two practitioners about the North Carolina Community College System’s 10-year-old “Code Green” initiative.
Career and technical education programs are trying to address challenges faced by disadvantaged students, particularly Black students and other students of color. Access is only part of the path to equity as these programs focus on inclusive workplace environments, meaningful mentorships, and language that emphasizes strengths rather than real or presumed deficits.
In this commentary originally published in Route Fifty, experts from MDRC’s Center for Applied Behavioral Science and BIT North America describe how government agencies can use behavioral science to adapt policies, programs, and services during the continuing pandemic crisis.
When Washington state’s Division of Child Support closed its offices in March 2020 in response to COVID-19, its employment program—Families Forward Washington—kept running with minimal interruption, because the original design was based on working remotely. Its model may offer useful pointers for other service agencies for adapting to the pandemic.
Many schools are using technology-based tools to generate career recommendations and supplement the capabilities of their guidance departments. MDRC has partnered with two technology companies to test whether their career-advising software programs are viable tools for equitably supporting students as they identify and pursue future careers.
Amid keen interest in helping students, young adults, and low-wage workers build the skills necessary to succeed in a technologically advanced economy, MDRC is studying a range of programs that feature employer involvement, such as career pathways from high school into college and the workforce, work-based learning, apprenticeships, and sectoral training.
Training Approaches Applied in the Procedural Justice-Informed Alternatives to Contempt (PJAC) Demonstration
The Procedural Justice-Informed Alternatives to Contempt (PJAC) project integrates procedural justice principles (the idea of fairness in processes) into enforcement at six child support agencies. This brief, intended for child support practitioners and administrators, describes the specialized training provided to staff members at the six participating agencies.
This commentary focuses on an intervention from the Behavioral Interventions to Advance Self-Sufficiency (BIAS) project that aimed to improve child support payment rates in a state-supervised program in Ohio. The author reflects on the availability of the agency’s data, the involvement of staff at all levels, clients’ experiences, and lessons learned.
In this commentary from the final report on the Behavioral Interventions to Advance Self-Sufficiency (BIAS) project, Marianne Bertrand talks about the potential for a broader behavioral agenda that would include larger contributions from psychology and could transform public policy in ways that might induce long-term changes in behavior.