This paper analyzes variation in the medium-term effects of the oversubscribed Boston Public Schools prekindergarten program. Prekindergarten gains persisted if kids applied to and won a seat in a higher-quality elementary school.
Implementing Individual Placement and Support in a Workforce Setting
Breaking Barriers was a San Diego-based program that provided employment services to low-income individuals with a range of disabilities or other health conditions. Preliminary analyses based on a survey found that the program did not have an impact on the primary outcomes measured — employment, length of employment, and total earnings — during a 15-month follow-up period.
This report presents 27- to 30-month impacts of an alternative rent policy for housing voucher recipients in four locations. Voucher program tenure and monthly housing subsidies increased for recipients, and housing agencies’ administrative burdens decreased. Average earnings did not rise overall, but earnings increased in two locations and employment increased in one.
This report presents early impacts on an alternative rent policy designed to reward work among housing voucher recipients. The policy increased earnings in two of four locations, reduced administrative burdens in all four housing agencies, and somewhat reduced tenants’ rent and utilities expenses and their likelihood of exiting the voucher program.
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.
Engagement in New York City’s Kindergarten Application
Parents applying to kindergarten today must follow multiple steps. Identifying families who do not apply can help a school system improve its application process and can help it target families who need support. MDRC partnered with the New York City Department of Education to conduct this sort of diagnosis.
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.
No universal guideline exists for judging the practical importance of a standardized effect size, a measure of the magnitude of an intervention’s effects. This working paper argues that effect sizes should be interpreted using empirical benchmarks — and presents three types in the context of education research.
The Employment Retention and Advancement Project
A random assignment study of a welfare-to-work program for recipients with work-limiting medical and mental health conditions shows that participants had increased employment and decreased welfare payments.