Home visiting provides information, resources, and support to expectant parents with low incomes and families with young children and low incomes. This report presents the proposed design for long-term follow-ups with families in a recent large study of home visiting, continuing through the time their children are in high school.
Using Existing Services During the Pandemic
Many families with young children experienced severe strains during the pandemic—unemployment, increasing poverty, and increased anxiety and depression. State program administrators can help by strengthening home visiting services and using pediatric visits to reach families. This brief offers recommendations based on evidence of promising strategies, and insights from MDRC’s work.
A Synthesis of Post-Program Effects in Higher Education
Some education programs’ early positive effects disappear over time, while other programs have unanticipated positive long-term effects. This Issue Focus introduces The Higher Education Randomized Controlled Trials, an examination of program effects after a postsecondary education program ends, using a database drawn from 31 MDRC projects, sampling 67,400 students.
A Synthesis of Findings on the ASAP Model from Six Colleges Across Two States
This paper presents new estimates of the effects of the City University of New York (CUNY) Accelerated Study in Associate Programs (ASAP) model, evaluated first in New York and later in Ohio. It shows long-term effects in New York on degrees earned and consistent effects in both states.
In this Q&A originally published by The Duke Endowment, Meghan McCormick describes MDRC’s ongoing evaluation of the promising Child First home visiting model — and talks about finding a silver lining in confronting the COVID-19 pandemic.
In this commentary, originally published in Community College Daily, President Marcia Ballinger of Lorain County Community College describes how Lorain’s comprehensive student success program, SAIL, has persevered during the pandemic — and offered lessons for school’s overall response to COVID-19.
In this commentary, which originally appeared in Spotlight on Poverty and Opportunity, MDRC’s Alex Mayer and Alyssa Ratledge describe evidence-backed strategies that colleges can employ this fall to help students stay engaged.
This paper summarizes ASAP’s long-term effects and the educational investment in students associated with its services. The program helped students graduate faster, boosted graduation rates by 30 percent, and increased the financial aid students received.
Adapting the Evidence for 2020 and Beyond
MDRC has studied a number of strategies for helping students stay in college and succeed there. Lessons from some of these models may be readily adapted to support students and close equity gaps now and after the COVID-19 pandemic. This Issue Focus offers three lessons taken from MDRC’s evaluations.
Next Steps for Research
The paper summarizes past and ongoing research, identifies gaps in knowledge, and presents four categories of potential questions to help define future research in employment and training programs serving low-income people.