Colorado

Are School Districts Ready to Meet New Federal Goals?

March, 2017

This brief, which draws on data from a large survey of secondary school teachers and principals, discusses how existing evaluation and support systems could be better used to realize the vision of teacher improvement now included in federal law under the Every Student Succeeds Act.

Building a Body of Evidence

April, 2016

Over the past several years, MDRC has worked with the federal Administration for Children and Families to test low-cost behavioral interventions to improve child support services in a number of states. This issue focus describes what’s been learned so far — and what’s planned for the future.

Lessons from Implementing a Rigorous Academic Program for At-Risk Young People

September, 2015

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.

Teachers’ Voices on Professional Development

June, 2015

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.

Two-Year Impact Report

May, 2015

RExO increased the number and types of services received by participants and improved their self-reported labor market outcomes as well. But there is little evidence it had any impacts on recidivism or other outcomes. Further, the impacts on employment, while statistically significant, are quite small in practical terms.

A Summary of Impact and Implementation Findings from Head Start CARES

April, 2015

This two-page issue focus summarizes the main findings from Head Start CARES, a test of three distinct classroom-based approaches to enhancing children’s social-emotional development: Incredible Years Teacher Training Program, Preschool PATHS (Promoting Alternative Thinking Strategies), and Tools of the Mind–Play.

Implementation, Impacts, and Costs of the Reading Partners Program

March, 2015

One-on-one tutoring by volunteers improves the reading proficiency of struggling second- to fifth-graders, according to MDRC’s random assignment study. As a program staffed mostly by volunteers, Reading Partners is substantially less costly than other supplemental reading services typically offered to struggling readers.

Early Reflections from MDRC’s Evaluation of the Innovative Professional Development Challenge

January, 2015

In the Innovative Professional Development (iPD) Challenge, the Bill & Melinda Gates Foundation is helping school districts redesign their teacher professional development systems to better support teachers in increasing student success. This Issue Focus, the second in a series, offers some early reflections from MDRC’s study of it.

Exploratory Findings from the Head Start CARES Demonstration

December, 2014

This report suggests that evidence-based approaches can improve 3-year-olds’ social-emotional competence in mixed-age preschool classrooms. While the findings are promising, further research is needed to confirm the results and to better understand how these benefits are generated.

December, 2014

In the Innovative Professional Development (iPD) Challenge, the Bill & Melinda Gates Foundation is helping school districts redesign their teacher professional development systems to better support teachers in increasing student success. This Issue Focus introduces the iPD Challenge and presents some early findings from MDRC’s study of it.

November, 2014

The Youth Transition Demonstration identified and tested service strategies, combined with waivers of certain Social Security Administration program rules to enhance work incentives, to help youth with disabilities maximize their economic self-sufficiency as they transition to adulthood.

National Evaluation of Three Approaches to Improving Preschoolers’ Social and Emotional Competence

June, 2014

This demonstration tested the effectiveness of three program enhancements implemented at scale that were designed to improve preschool children’s social-emotional competence. All three had positive impacts on teacher practice and on children’s social-emotional outcomes during the preschool year, although to varying degrees and not necessarily in the expected ways.

Large-Scale Implementation of Programs to Improve Children’s Social-Emotional Competence

December, 2013

This report describes the extent to which three different classroom-based social-emotional strategies and related professional development supports were implemented as intended in Head Start centers, as well as the degree to which teachers’ practices changed as a result.

Managing Health Care for Medicaid Recipients with Disabilities

May, 2013

This program aimed to improve the quality of health care while reducing Medicaid costs by helping individuals use appropriate care that would reduce hospital admissions and emergency department visits. Like a similar pilot run by Colorado Access, which is described in a separate report, it had little effect on health care use.

Final Report on the Colorado Access Coordinated Care Pilot Program

April, 2013

This pilot program aimed to improve the quality of health care while reducing Medicaid costs by helping individuals use appropriate care that would reduce hospital admissions and emergency department visits. The program had little effect on health care use, but the report suggests several ways to improve its design.

Improving Classroom Practices in Head Start Settings

February, 2012

This report offers lessons about using coaches to help teachers carry out a program for improving pre-kindergarteners’ social and emotional readiness for school. It addresses selection of the coaching model; coach hiring, training, support, and supervision; coaching processes; and program management, data, and quality assurance.

April, 2011

The Youth Transition Demonstration, led by Mathematica Policy Research, MDRC, and TransCen, Inc., is developing and evaluating strategies to help youth with disabilities transition from school to work. The implementation of the Colorado project deviated from the YTD model, and, while participants were more likely to have used employment services than youth in the control group, the program had no impacts on employment, income, or other measures.

February, 2011

The Youth Transition Demonstration, led by Mathematica Policy Research, MDRC, and TransCen, Inc., is developing and evaluating strategies to help youth with disabilities transition from school to work. While participants in the Erie County, NY, site were more likely to participate in self-sufficiency services, the program has had no impact on employment or school completion in its first year.

March, 2010

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.

January, 2009

The Youth Transition Demonstration (YTD), led by Mathematica Policy Research, MDRC, and TransCen, Inc., is developing and evaluating six promising strategies to help youth with disabilities become as economically self-sufficient as possible as they transition from school to work. This report presents a detailed, comprehensive design for the YTD evaluation.

December, 2008

The transition to adulthood for youth with disabilities, particularly youth receiving disability program benefits, can be especially challenging. The Youth Transition Demonstration, led by Mathematica Policy Research, MDRC, and TransCen, Inc., is developing and evaluating six promising strategies to help youth with disabilities become as economically self-sufficient as possible as they transition from school to work.

Design Principles for a Study on Teacher Incentives

February, 2006

This paper, produced by MDRC and the Laboratory for Student Success at Temple University, describes design principles for a study about the use of incentives to recruit and retain high-quality teachers for underperforming schools.

New Findings on Policy Experiments Conducted in the Early 1990s

April, 2005

In welfare and employment programs that provide earnings supplements, increased family income plays a key role in improving children’s school achievement.

Evidence from Three States

March, 2005

In a study of over 3,500 women in welfare-to-work programs in three states, child care instability did not appear to be a major cause of employment instability.

The Role of Informal Care in the Lives of Low-Income Women and Children

October, 2003

Drawing on ethnographic interviews, this policy brief describes the patchwork child care arrangements made by low-income parents and discusses implications for policies that would promote the dual objectives of child well-being and parental employment.

Evidence from Ten Experimental Welfare-to-Work Programs

June, 2003

Evidence from Random Assignment Studies of Welfare and Work Programs

June, 2003

The Effects of Welfare Reform Policies on Marriage and Cohabitation

April, 2003

Patching Together Care for Children When Parents Move from Welfare to Work

April, 2003

Ethnographic Evidence from Working Poor Families in the New Hope Intervention

April, 2003

How Welfare and Work Policies Influence Parents' Decisions

August, 2002

Congressional deliberations on the future of welfare reform have reopened a debate about whether current child care assistance programs adequately support employment among low-income working parents while also fostering their children's development. Issues at the forefront of this debate are explored in this timely new policy brief.

Findings from the Extended-Service Schools Initiative

June, 2002

Launched in 1997, the Extended-Service Schools (ESS) Initiative helped establish after-school programs in 17 communities across the country, each of which adapted one of four program models to local circumstances and needs.

A Synthesis of Research

May, 2002

The latest research synthesis from the Next Generation project takes a closer look at troubling findings regarding the effects of welfare and work programs on the teenaged children of program enrollees.

Integrating and Instrumental Variables Analytic Method with an Experimental Design

January, 2002

Welfare-Reliant Women's Post-TANF Views of Work-Family Trade-offs and Marriage

December, 2001

Situating Child Care and Child Care Subsidy Use in the Daily Routines of Lower-Income Families

December, 2001

The Effects of Welfare and Employment Programs on Child Care

September, 2001

Final Report on a Comprehensive Program for Young Mothers in Poverty and Their Children

January, 1997

The Evolution of Innovative School-to-Work Programs

January, 1997

Innovative Programs Linking School and Work

January, 1994

Final Report on a Program for School Dropouts

October, 1993

This report, which completes the JOBSTART Demonstration, addresses issues closely linked to the nation’s ongoing debate about how best to improve the employment and earnings prospects of low-skilled, economically disadvantaged young people, who otherwise live outside the economic mainstream.

The Youth Incentive Entitlement Pilot Projects

June, 1984
Project Overview

Apprenticeship programs have been more limited in the United States than they have been in many European countries, both in the numbers of individuals and the number and type of employers who participate in them.

Project Overview

More than one-third of all children under 18 years of age — about 24 million children — live in single-parent families, a vast majority headed by single mothers.

Project Overview

Behavioral science sheds light on human decision-making and behavior to better understand why people make the choices that they do.

Project Overview

With 750,000 people released from prisons each year, there is a pressing need for rigorous evidence on the effectiveness of reentry strategies. Former prisoners face a range of challenges to successful reentry into the community, including low levels of employment and substance abuse problems, all of which impact recidivism rates.

Project Overview

This project, funded by the Bill & Melinda Gates Foundation, provides research and evaluation support for the Innovative Professional Development (iPD) Challenge, which seeks to clarify the extent to which changes in school district professional development systems lead to different teacher experiences and measu

Project Overview

Despite skyrocketing health care spending, many people in the United States do not receive the health care they need.

Project Overview

In April 2005, approximately 776,000 young people with disabilities between the ages of 14 and 25 were receiving federal Supplemental Security Income benefits. Individuals who began receiving these benefits before age 18 were expected to stay on the disability rolls for an average of 27 years.

Project Overview

Head Start, which serves nearly 1 million low-income children, is the nation’s largest federally sponsored early childhood education program.

Project Overview

To prepare young people for productive and satisfying adult lives in the competitive global marketplace, local high schools and employers are being asked to develop effective school-to-work programs.

Project Overview

The welfare system has been transformed over the past two decades, notably through the introduction of stricter work requirements and time limits on cash assistance in the 1990s. At the same time, government at both the federal and the state level invested in offering financial work supports of unprecedented scope to low-income parents.

Project Overview

Especially in low-income neighborhoods, schools are an attractive setting for after-school programs for many reasons, including their physical facilities and their convenience.

Project Overview

For low-income youth who lack basic skills and drop out of school, finding employment at a living wage is a challenge.

Project Overview

In the mid-1980s, three developments long in the making — a dramatic increase in out-of-wedlock childbearing, the high cost of providing welfare to young poor women who become mothers, and the difficulties faced by their children — became a focus of concern among policymakers and the public alike.