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.
Past Successes, Enduring Challenges, and Future Considerations
Focusing on NYC’s small high schools of choice, this reflection on MDRC’s recent high school reform research considers responses to five challenges: creating personalized, orderly learning environments; assisting students with poor academic skills; improving instructional content and practice; preparing students for the future; and stimulating change in overstressed high schools.
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.
A First Look at Effects on Postsecondary Persistence and Labor Market Outcomes
Four years after scheduled graduation, students from small high schools of choice, which have nonselective admissions and serve many disadvantaged students, were more likely to be enrolled in postsecondary education and to be participating in “productive activity” (being in college, being employed, or both) than their control group counterparts.
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.
Findings from Three New Studies of Youth Employment Programs
Over four million young people in the United States are “disconnected,” meaning they are not in school and are not working. In the past few months, studies of three programs aimed at such young people have released new findings. This brief discusses these findings and their implications.
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.
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.
Lessons from MDRC Evaluations
More and more schools are using multi-tiered systems of support to deliver students the right amount of help when they need it. MDRC has evaluated several such systems — eight, in fact. This brief summarizes some lessons about tiered systems of support drawn from those evaluations.