Helping Low-Income and First-Generation Students Make Good College Choices
Too many low-income, college-ready students are “undermatching” — enrolling in colleges for which they are academically overqualified or not going to college at all. Early results from the College Match Program in three Chicago high schools suggest that it’s possible to help students navigate the complicated college application process and make more informed decisions.
A Preview of the Youth Villages Transitional Living Evaluation
This brief covers one of the largest and most rigorous evaluations of services for youth who are aging out of the foster care and juvenile justice systems. It explains the scope of the problem, summarizes the policy context, describes the program and study sample, and offers preliminary observations from the evaluation.
An Introduction to the Performance-Based Scholarship Demonstration in California
One of six sites in MDRC’s national demonstration, California’s program, run in partnership with Cash for College, is testing performance-based scholarships of differing amounts and durations that supplement existing aid and that students can use at any accredited postsecondary institution.
This policy brief, developed by the Urban Institute for the federal Administration for Children and Families, summarizes research on strategies that can increase TANF recipients’ and other low-income adults’ engagement and persistence in postsecondary education and training and boost their earnings.
This policy brief, developed by the Urban Institute for the federal Administration for Children and Families, describes how strategies have helped welfare recipients enter employment and increase their earnings. However, more remains to be learned about how best to substantially increase their self-sufficiency and financial well-being.
A rigorous study that takes advantage of lottery-like features in New York City’s high school admissions process demonstrates that new small public high schools that are open to students of all academic backgrounds have substantial impacts on rates of graduation with Regents diplomas for every disadvantaged subgroup of students that was examined.
This “snapshot,” published by the National High School Center, explains how Thomas A. Edison High School in Philadelphia implemented a Ninth-Grade Success Academy.
This policy brief, published by the National High School Center, focuses on five key challenges that states, districts, and schools should address to support a successful transition into high school.
This issue brief, published by the National High School Center, suggests that transitions into high school can be eased when both structural and specialized curricula reforms are in place.