CEO, a transitional jobs program for former prisoners in New York City, had its strongest effects for participants who were at highest risk of recidivism, for whom CEO reduced the probability of rearrest, the number of rearrests, and the probability of reconviction two years after entering the program.
One-Year Findings from the Transitional Jobs Reentry Demonstration
The Transitional Jobs Reentry Demonstration is testing a program that provides temporary subsidized jobs, support services, and job placement help to former prisoners in four midwestern cities. This report describes how the demonstration was implemented and assesses how the transitional jobs programs affected employment and recidivism during the first year after people entered the project.
How Do We Know What Works?
Prepared for the recent White House Summit on Community Colleges, this paper describes interventions with rigorous research evidence of effectiveness and offers thoughts on bringing such programs to scale. The good news is: many states and colleges are piloting reforms, and there is a growing body of evidence on strategies that work.
The Impact of Supplemental Literacy Courses for Struggling Ninth-Grade Readers
Over the course of ninth grade, two supplemental literacy courses modestly improved students’ reading comprehension skills and helped them perform better academically in their course work. However, these benefits did not persist in the following school year, when students were no longer receiving the supplemental support.
An Impact Study at Hillsborough Community College
A random assignment study of learning communities that linked a developmental reading course and a “college success” course finds that faculty collaboration and curricular integration increased over time. Overall, the program had no impact on students’ academic success, but evidence suggests that it had some positive effects for the last cohort of students in the study.
How Much Do Achieving the Dream Colleges Spend — and from What Resources — to Become Data-Driven Institutions?
This report analyzes the experiences of five community colleges that participate in Lumina Foundation’s Achieving the Dream initiative and the investments they made in implementing an institutional improvement process aimed at increasing students’ success. The report examines how, where, and with what resources these colleges supported their reforms, as well as the key activities driving their overall expenditures.
This report presents first-year results from the Middle School Mathematics Professional Development Impact Study, sponsored by the Institute of Education Sciences. The professional development programs for seventh-grade math teachers had an impact on one measure of teacher practice but no effects on teachers’ knowledge or student achievement.
The Experience of Six Community Colleges
Learning communities, which enroll groups of students together in coordinated classes, are increasingly being used to help developmental-level students succeed. This report on the Learning Communities Demonstration, a large-scale, random assignment evaluation, describes the strategies that six community colleges used and the challenges they faced in scaling up their programs.
Men of Color Discuss Their Experiences in Community College
This report takes an in-depth look at the perceptions and experiences of 87 African-American, Hispanic, and Native American men who were enrolled in developmental math courses at four community colleges. The study explores how the students’ experiences in their high schools and communities, as well as their identities as men of color, influenced their decision to go to college and their engagement in school.
The Youth Transition Demonstration, led by Mathematica Policy Research, MDRC, and TransCen, Inc., is developing and evaluating promising strategies to help youth with disabilities become as economically self-sufficient as possible as they transition from school to work. This report offers six overall implementation lessons to help policymakers and administrators develop, fund, and provide interventions for youth with disabilities.