To learn more about how program designers, educators, and other stakeholders can learn from the past to build equitable career and technical education (CTE) programs today, MDRC’s Center for Effective CTE spoke with Dr. Eddie Fletcher, an associate professor in workforce development and education at The Ohio State University.
In this commentary originally published by New America, Meghan McCormick and Alyssa Ratledge explain that reliable child care is critical to the success of student-parents in community college. They offer three evidence-driven approaches states and colleges can take to better support student-parents.
In this commentary, which originally appeared in The Crime Report, Sam Schaeffer and Ivonne Garcia describe how temporary cash grants provided by the Center for Employment Opportunities helped more than 10,000 returning citizens transition from prison during the pandemic. They also share findings about the program from MDRC’s recent study.
Slingshot Memphis invited MDRC to assess its efforts to strengthen antipoverty organizations that work directly with Memphis families and individuals. This issue focus describes MDRC’s findings and presents suggestions it offered Slingshot to improve its processes, which may be useful to larger human services field.
Why It’s Critical to Improve Pre-K Assessments to Support Equitable Early Learning
Policymakers are considering historic investments in high-quality, universal pre-K. In this commentary originally published by New America, JoAnn Hsueh and Meghan McCormick explain why and how researchers, districts, and states should make prekindergarten assessments of children more equitable, useful, and actionable.
In this essay, MDRC President Virginia Knox describes two recent projects that have benefited from inviting the expertise of front-line staff members and program participants to inform how MDRC designs, implements, and writes about its work.
The COVID-19 pandemic exposed inequities in access to and success in career and technical education (CTE). This post summarizes a discussion among teachers and program coordinators about what has changed a year into remote instruction, and about how to make CTE programs more equitable now and when in-person instruction returns.
In this commentary, originally published in District Administration, MDRC’s Michelle Maier and Shira Mattera offer evidenced-backed advice for policymakers and practitioners about how to invest new federal funds to enhance the quality of preschool programs.
In this commentary, originally published by The Hechinger Report, MDRC’s Alex Mayer and Catherine Brown from The Institute for College Access & Success explain how research shows that investing in comprehensive student support programs can increase college graduation rates.
What COVID-19 Adaptations We Will Take with Us, and What We Will Gladly Leave Behind
With the onset of the pandemic, MDRC implementation researchers halted travel to programs and transitioned their work to virtual modes. This blog post offers reflections on adaptations they made that are worth continuing post-pandemic and on the in-person practices they look forward to resuming.