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.
Here’s What Institutions and State Agencies Need to Know
This brief summarizes the evidence from studies of multifaceted support programs aimed at boosting college graduation rates. It examines what works and the state and institutional factors necessary for successful implementation, and offers advice on how to balance fidelity with local needs while measuring and ensuring positive impacts.
In this commentary, originally published in The Hill, MDRC’s Alyssa Ratledge highlights the value of postsecondary institutions in rural communities and describes innovations that rural colleges have developed during the pandemic that could be expanded with more support.
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.
Scaling Up Postsecondary Student Success Strategies
Minnesota’s two-year project to improve student success and degree attainment focused on improved course placement methods, communications about satisfactory academic progress and policies, and comprehensive student support programs. A major lesson in this brief: Programs that show significant results must be implemented widely to change student outcomes meaningfully.
In this commentary, originally published in Community College Daily, MDRC’s Alyssa Ratledge draws on years of research to make the case for the importance of adding robust support services to free tuition programs at community colleges.
A Randomized Controlled Trial Evaluation of a Developmental Education Reform at the City University of New York
CUNY Start aims to prepare students with significant remedial needs for college-level courses. This working paper reports that over three years, CUNY Start substantially increased college readiness, slightly increased credit accumulation, and modestly increased graduation rates (by increasing participation in another highly effective program).
Three Years of the Detroit Promise Path Program for Community College Students
This program combines a tuition-free scholarship with additional forms of support, such as a campus coach and personalized communications, to keep students on track to graduate. A three-year evaluation shows that the program helped students stay enrolled in school and earn more credits, but had no impact on degrees earned.
A Synthesis of Post-Program Effects in Higher Education
Some education programs’ early positive effects disappear over time, while other programs have unanticipated positive long-term effects. This Issue Focus introduces The Higher Education Randomized Controlled Trials, an examination of program effects after a postsecondary education program ends, using a database drawn from 31 MDRC projects, sampling 67,400 students.