In the Innovative Professional Development (iPD) Challenge, the Bill & Melinda Gates Foundation is helping school districts redesign their teacher professional development systems to better support teachers in increasing student success. This Issue Focus introduces the iPD Challenge and presents some early findings from MDRC’s study of it.
Performance-Based Scholarships, Student Services, and Developmental Math at Hillsborough Community College
This program provides an incentive for developmental math students to take their math courses early and consecutively, get help in an on-campus Math Lab, and strive for passing grades or better, in exchange for a modest performance-based scholarship. Compared with standard services, the program’s effects are modest but positive.
Early Lessons from Family Rewards 2.0
This project builds on NYC’s earlier experiment with a conditional cash transfer program to reduce poverty and improve education, health, and employment outcomes. It tests a revised model in the Bronx and Memphis, adding family guidance to modified incentives paid more frequently. Early implementation findings suggest deeper family engagement.
Ten Years of Chicago’s New Communities Program
A 10-year, $50-million initiative, the New Communities Program supported community organizations in 14 Chicago neighborhoods to convene local partners to carry out varied improvement activities, from safety to education and affordable housing. This report describes NCP’s successes and challenges and the implications of its experience for federal and local community development programs.
The First Year of Implementing Diplomas Now
Three national organizations formed Diplomas Now in an effort to transform urban secondary schools so fewer students drop out. This report introduces Diplomas Now and the associated evaluation, shares first-year implementation fidelity findings, and discusses collaboration among the Diplomas Now partners and between those partners and schools.
The Success for All Model of School Reform
Success for All, a whole-school reading reform, received a federal Investing in Innovation (i3) scale-up grant in 2010 to expand to additional elementary schools. This report examines the program’s implementation and the impacts in 2012-2013, the second year of operation, on early reading skills.
The Importance of Evidence
In this essay, adapted from remarks made to the Growth Philanthropy Network/Social Impact Exchange 2014 Conference on Scaling Impact, MDRC President Gordon Berlin explains why developing reliable evidence of effectiveness is critical when expanding programs to a large scale.
The Implementation and Effectiveness of a One-on-One Tutoring Program Delivered by Community Volunteers
After one year, Reading Partners, a one-on-one tutoring program delivered by volunteers, improved three different measures of reading proficiency for second- to fifth-graders — impacts equaling 1.5 to 2 months of growth in literacy achievement over a control group (who also received supplemental reading services).
Implementation and Interim Impact Findings from the SaveUSA Evaluation
This report describes the early effects of a program helping low- and moderate-income families build up unrestricted-use savings via tax refunds. Individuals who save a pledged amount for a year earn a 50-percent match payment. After 18 months, SaveUSA had increased the percentage of individuals with savings and boosted average savings amounts.
Seven Years Later
This paper presents the long-term effects of a learning communities program. The program’s positive effect on credit accumulation was maintained for seven years, and there is some evidence that graduation rates increased. Economic outcomes are examined, and sobering reflections on detecting effects on economic outcomes in higher education interventions are presented.