Participants in the National Guard Youth ChalleNGe Program are more likely to obtain a GED or high school diploma, earn college credits, and be employed. This study evaluates an expansion called Job ChalleNGe, which includes more court-involved youth and includes an add-on residential training program.
Interim Implementation and Impact Findings from New York City’s P-TECH 9-14 Schools
This report evaluates a program focused on preparing students for college and career. Based on partnerships among high schools, community colleges, and employers, the program offers accelerated high school course work, early college, and work-based learning experiences. The findings suggest that students are meeting the benchmarks they need to succeed.
Promising Results from a Bridge-to-College Model
Bridge-to-college programs aim to help people complete high school and enroll in postsecondary education. This evaluation of one such program at Northeast Wisconsin Technical College in Green Bay, WI finds that it helped more students earn their GEDs and enroll in college courses.
A Study of a Transition Program Serving Students with Low Math Skills at a Community College
A four-week course to prepare students for developmental-level math did not attract many students who were referred to it. While some participants gained needed skills, most did not complete the course or move on to developmental math, and communication about the course among staff, faculty, advisors, and students was inconsistent.
Three-Year Results from the Accelerated Study in Associate Programs (ASAP) Ohio Demonstration
This report presents findings through three years from a replication of the City University of New York Accelerated Study in Associate Programs model at three community colleges in Ohio. The Ohio programs nearly doubled degree receipt through three years and led to an increase in transfers to four-year colleges.
Findings from a National Survey and Interviews with Postsecondary Institutions
This report, based on a national survey of two- and four-year colleges, examines the current state of practices in developmental education assessment, placement, instruction, and support services offered to students. Reform efforts have accelerated, but new practices still reach less than half of students.
Findings from the Dana Center Mathematics Pathways Impact Study
This instructional reform diversifies math course content so that it better aligns with students’ career interests. After three semesters, the reform increased developmental math students’ rates of taking and passing college-level math and accumulating math credits. Few effects have yet emerged on overall credit accumulation, degree receipt, or transfer to a four-year college.
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.
Integrating Workforce and College-Readiness Training into California’s Adult Basic Skills Programs
New models for adult education that integrate basic skills education with workforce and college-readiness training are catching on across the country. In this report, MDRC examines the development of these programs in California and suggests ways to expand these integrated models in adult basic skills programs across the state.
Findings from a Study of the Career Readiness Internship Program
Work-based learning opportunities vary widely across colleges and are rarely evaluated. Through the Career Readiness Internship (CRI) program, 33 colleges provided large numbers of low-income students with valuable career-focused internship experiences, and employers generally viewed the program positively. Nevertheless, CRI was difficult to maintain after its grant period ended.