Founded in 1974, MDRC is committed to improving the lives of people with low incomes. We design promising new interventions, evaluate existing programs, and provide technical assistance to build better programs.
MDRC develops evidence about solutions to some of the nation’s most difficult problems. Explore our projects and variety of products, including publications, videos, podcast episodes, and resources for researchers and practitioners.
Using Behavioral Economics to Increase On-Time Child Care Subsidy Renewals
This study assessed three different behavioral strategies for providers and clients aimed at increasing the timely renewal of child care subsidies, in order to ensure consistent client services. The findings suggest that strategies designed for staff who work directly with clients may be a fruitful area for future work.
Findings from the Project Rise Implementation Evaluation
Project Rise offers education, a paid internship, and case management to young adults who lack a high school credential and have been out of work and school for at least six months. Participants, who were attracted more by the educational instruction than by the internship, substantially engaged with the program.
A Program That Almost Doubles Three-Year Graduation Rates
This infographic explains the City University of New York’s innovative ASAP program and the problems it addresses, summarizes MDRC’s study findings, and depicts the timeline for a replication effort at three Ohio community colleges.
Implementation Lessons from San Antonio and the Bronx
Jobs-Plus was designed to raise and sustain the employment and earnings of residents of public housing developments. This report investigates how Jobs-Plus was replicated in more contemporary settings, analyzing the early implementation experiences of a community-based provider in the Bronx, NY, and the San Antonio Housing Authority in Texas.
Lessons from Implementing a Rigorous Academic Program for At-Risk Young People
In Gateway to College, students who have dropped out of high school and who are at risk of dropping out simultaneously earn credits toward a high school diploma and a postsecondary degree. This report describes the program model and shares lessons learned from its implementation at three program sites.
Given evidence that neighborhood matters for resident economic mobility, the Change Capital Fund, a donor collaborative, is investing in five NYC community organizations to build their capacity to coordinate resources and integrate critical services — addressing housing, education, and employment needs — to fight poverty in low-income neighborhoods.
Submitted to the U.S. Senate Committee on Health, Education, Labor, and Pensions
Following up on testimony delivered before the Senate Health, Education, Labor, and Pensions Committee on August 5, 2015, Lashawn Richburg-Hayes submitted additional information on opportunities for innovation in financial aid and student support services in the reauthorization of the Higher Education Act.
Testimony Submitted to the Advisory Committee on Student Financial Assistance
This testimony presented by MDRC’s Alex Mayer to the federal Advisory Committee on Student Financial Assistance identifies several areas as being worthy of innovation paired with rigorous evaluation, including year-round financial aid, Federal Work-Study, and “satisfactory academic progress” in the Pell Grant program.
Final Report from the Investing in Innovation (i3) Evaluation
This final report on the scale-up of Success for All, funded by a federal Investing in Innovation (i3) grant, examines the implementation, impact, costs, and expansion of this whole-school reading reform. It finds that second-graders in schools using the program outperformed their control-group counterparts on a measure of phonics skills.
Only about 20 percent of full-time degree-seeking students entering public two-year schools earn a degree within three years. In seeking solutions, community colleges typically focus on one institutional problem at a time. This brief looks at the experiences of five community colleges attempting a systemwide reform to substantially increase completion rates.
Using Behavioral Insights to Encourage People to Participate
Several low-cost behavioral messaging interventions boosted participant attendance at an optional informational meeting for Paycheck Plus, an earnings supplement program in New York City. This test is part of the Behavioral Interventions to Advance Self-Sufficiency project, sponsored by the federal Administration for Children and Families.
Presented Before the U.S. Senate Committee on Health, Education, Labor, and Pensions
On August 5, Lashawn Richburg-Hayes testified before the U.S. Senate Committee on Health, Education, Labor, and Pensions on what research evidence suggests about the best ways to improve the academic success of low-income college students.
MDRC is implementing and evaluating a range of projects that use various models of cognitive behavioral therapy (CBT) to reduce recidivism, promote employment, and foster trauma recovery in adults and children. This two-page issue focus offers background on CBT and brief summaries of the projects.
Using Behavioral Economics to Increase Child Support Payments
A low-cost behavioral intervention produced a modest increase in the number of parents in Franklin County, Ohio, who made at least one child support payment over four months. This test is part of the Behavioral Interventions to Advance Self-Sufficiency project, sponsored by the federal Administration for Children and Families.
Findings from a Brief Study of Alternative Staffing Organizations
Temporary agencies have become an increasingly important employer of low-skilled, low-wage workers. Alternative staffing organizations that use this model to serve disadvantaged workers (such as welfare recipients and people with disabilities) appear to fill a need, but they must build the capacity to run a viable, competitive business.
Results from three random assignment studies at New York City community colleges suggest that year-round financial aid can increase enrollment during the summer and winter sessions — and that summer and winter enrollment can help students earn more credits.
The Workforce Innovation and Opportunity Act (WIOA) emphasizes targeting out-of-school youth with training and services that are employer driven and linked to labor market demand. Drawing upon available research and on-the-ground experience, this paper summarizes existing knowledge that can guide implementation of key WIOA provisions for serving out-of-school youth.
Through the Innovative Professional Development (iPD) Challenge, the Bill & Melinda Gates Foundation is helping school districts and networks redesign their professional development systems. This brief — the first in a series — introduces the case study component of MDRC’s evaluation and presents some early findings from interviews with teachers.
Results from a Performance-Based Scholarship Experiment
This random assignment study examines the long-term impacts of a program at The University of New Mexico offering low-income first-year students enhanced academic advising and financial aid that is contingent on performance. It finds that the program increased credit hour accumulation during the first two years and graduation rates after five years.
MDRC’s Projects in Math for Low-Income Students, from Preschool to College
In our increasingly technological world, developing basic math skills is crucial. What can be done to promote more effective math education? This two-page issue focus describes a number of MDRC projects — from preschool to postsecondary education — that seek to improve the performance of low-income students in math.