When COVID-19 upended normal operations at STRIVE, a workforce development nonprofit founded in New York, the Center for Applied Behavioral Science at MDRC documented the agency’s real-time innovations that allowed it to continue serving clients during the crisis. Greg Wise, STRIVE’s National Vice President, shared a first-hand account of the transition.
A Feasibility Study of the Bridges to Pathways Program
In a program to reduce criminal justice involvement, participants received mentoring, case management, subsidized internships, and the opportunity to earn a high school credential. The program reduced the arrest rate for felonies and violent crimes but did not affect overall rates of arrest or incarceration, educational or training certification, or employment.
Results from the Evaluation of PACE Center for Girls
PACE provides academic and extensive social services in a gender-responsive environment to girls at risk of juvenile justice system involvement. Over a one-year period, PACE increased school enrollment and attendance, as well as girls’ likelihood of being “on track” academically.
A Case Study of PACE Center for Girls
MDRC worked closely with PACE in evaluating its program for girls. As an organization dedicated to continuous improvement, PACE used the implementation research findings to refine its services in several ways. This issue focus summarizes the study and the partnership and explains how the program applied some of the lessons.
Implementation and Outcome Findings for the AVID Central Florida Collaborative Study
Implemented in eight secondary schools and a local college, this program was designed to build students’ college preparedness by training instructors in shared teaching strategies and best practices, strengthening academic rigor in the classroom, and promoting collaboration and consistency in teaching and study strategies across grades and schools.
A Literature Review
Examining the scholarly literature published since a seminal review in 2000, this working paper discusses the principles that underlie project-based learning, how it has been used in K-12 settings, the challenges teachers have confronted in implementing it, and what is known about its effectiveness in improving students’ learning outcomes.
Final Results from the Family Self-Sufficiency Study in New York City
FSS provides case management services and a long-term escrow-savings account to housing-assisted families; an enhanced version also offered short-term cash work incentives. Six-year results of the random assignment evaluation show few significant effects overall for either program. However, the enhanced program increased employment and earnings for participants not working at enrollment.
Students learn or progress at their own paces. How can schools make sure that they get the help they need — and only the help they need? Many are turning to multi-tiered systems of support. This brief provides some practical considerations for schools contemplating tiered approaches.
A Quasi-Experimental Evaluation Of Communities In Schools
Communities In Schools (CIS) works to integrate a variety of support services for students to keep them on a path to graduation. This quasi-experimental evaluation examined the effects of the CIS whole-school model in high schools, middle schools, and elementary schools.
Final Findings from the Communities In Schools Random Assignment Evaluation
Communities In Schools (CIS) works to integrate a variety of support services for students to keep them on a path to graduation. This randomized controlled trial assessed the effects of one component of the CIS model — case management for high-risk students.