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.
Home Visiting and Coordinated and Integrated Early Childhood Systems
Funders at all levels are investing in programs to support expectant parents and families with young children. MDRC is conducting research in that field in three areas: integrating systems of services that work together, getting families and children the right services, and building evidence about promising models.
Assessment-to-Instruction (A2i) is a data-driven professional support system that helps teachers tailor instruction for each child. When delivered with intensive in-person training, it is effective at improving students’ reading ability. This Issue Focus introduces the evaluation of a delivery model that uses technology to make the system more affordable.
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.
The Experience of a New Program for Young People Involved in the Juvenile Justice System
STRIVE International engaged MDRC to help the organization improve a new program model aimed at increasing educational attainment and employment of young adults involved in the juvenile justice system. This Issue Focus describes the partnership and offers advice to organizations implementing new programs on how to build evidence of effectiveness.
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 Case Study of Communities In Schools
Many students in high-poverty schools face serious challenges such as housing instability and hunger, and the stress in their daily lives can affect their school attendance and performance. CIS aims to address these challenges. This brief describes how the organization has used evaluation findings to enhance and modify its services.
School choice systems can be complex and confusing for low-income families. In the search for solutions, researchers and policymakers may have overlooked lessons from other policy arenas. This issue focus suggests strategies from MDRC’s experience designing and evaluating interventions to support low-income people’s decision making in arenas outside P-12 choice systems.
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.
Communities In Schools (CIS) works to integrate a variety of support services for students to keep them on a path to graduation. MDRC’s evaluation consisted of a quasi-experimental study of the whole model and a randomized controlled trial of one of its components — case management for students at higher risk.