Publications

What happens if parents and their teenagers are offered cash incentives if the teens go to school and pass their exams? Teens spend more time on academically oriented activities but are no more likely to be engaged in school. Parents save more for college. Surprisingly, teens are less likely to engage in risky behaviors.

WASC sought to increase the incomes of low-wage workers by stabilizing employment, improving skills, increasing earnings, and easing access to work supports. The program increased workers’ receipt of work supports. In the two sites that eased access to funds for training, WASC increased the receipt of certificates and licenses and increased earnings in the third year.

Eight programs, in various settings, successfully implemented a voluntary package of relationship skills services for low-income married couples with children, engaging a diverse group of couples who participated for eight months on average. A companion report finds that the programs produced a pattern of small, positive effects on couples’ relationships after 12 months.

Despite the growing popularity of the use of regression discontinuity analysis, there is only a limited amount of accessible information to guide researchers in the implementation of this research design. This paper provides an overview of the approach and, in easy-to-understand language, offers best practices and general guidance for practitioners.

Two reports offer findings on the effectiveness of learning communities, a popular strategy that places small cohorts of students together in two or more thematically linked courses, usually for a single semester, with added support, such as extra advising or tutoring.

This report looks at the short-term impacts of 174 one-semester learning communities for developmental students at six community colleges. On average, the programs produced a modest impact on credits earned.

Students who participated in a one-semester learning community, in which small groups of student took three linked classes together and received other extra services, were more likely to have graduated six years later. The program also proved to be cost-effective.

This paper explores analytic methods that assess the rate at which changes in neighborhood quality of life occur. It looks at correlations among quality indicators over time and the effect of both neighborhood context and conditions beyond the neighborhood, like the Great Recession, identifying which indicators are predictors of others.

Eight developmental summer bridge programs offered accelerated and focused learning opportunities for entering college students with low skills in Texas. An evaluation shows positive impacts on introductory college-level course completion in math and writing, which faded by the end of two years. The programs had no impact on persistence or the average number of credits students attempted or earned.

Getting Ready for Success provides low-income students in Tacoma with academic and social supports and monetary incentives during the late high school and early college years to increase their motivation and ability to succeed in college.

The City University of New York’s ASAP program requires full-time attendance and offers comprehensive supports to community college students for three full years. Early results from a random assignment study show that ASAP increases credits earned, full-time enrollment, and completion of developmental (or remedial) coursework.

This report describes the efforts of four local agencies in a comprehensive community initiative (CCI) in Chicago, exploring their engagement with policy issues to improve their neighborhoods. It considers this CCI’s potential for working more actively to change the larger systems that shape neighborhoods, with implications for CCIs nationwide.

Using an alternative to classical statistics, this paper reanalyzes results from three published studies of interventions to increase employment and reduce welfare dependency. The analysis formally incorporates prior beliefs about the interventions, characterizing the results in terms of the distribution of possible effects, and generally confirms the earlier published findings.

Transitional jobs programs in four Midwestern cities substantially increased short-term employment by providing jobs to many ex-prisoners who would not otherwise have worked. However, the gains faded as men left the transitional jobs, and the programs did not increase unsubsidized employment nor did they reduce recidivism.

College readiness partnership programs bring together colleges and K-12 institutions to reduce the number of students who need remedial courses when they get to college. This report examines 37 partnerships in Texas to identify key characteristics of the programs, as well as benefits and challenges associated with their implementation and sustainability.

Launched in 2005 by the Departments of Labor and Justice, the Reintegration of Ex-Offenders initiative provides funding to 24 grantees to strengthen urban communities affected by high numbers of reentering prisoners. This report provides findings from an implementation study; an impact study is expected in 2014.

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.

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.