Massachusetts

Highlights from the Jobs Plus Pilot Program Evaluation

September, 2017

Jobs Plus promotes employment among public housing residents through employment services, rent rule changes that provide incentives to work, and community support for work. Within the first 18 months, all nine public housing agencies in this evaluation had begun structuring their programs, building partnerships, and implementing the model’s core components.

Introducing ExCEL P-3, a Study from the Expanding Children’s Early Learning Network

July, 2017

The ExCEL Network, a collaboration of researchers, preschool providers, and local officials, is exploring how benefits of early childhood interventions persist. The ExCEL P-3 project examines whether one preschool program, reinforced by a system-wide alignment of instruction into elementary school, has impacts on a range of skills through third grade.

August, 2016

Jobs-Plus – a “place-based,” workforce-development model proven to help public housing residents find employment – is about to be replicated across the country. This infographics depicts the program model,  its effects on earnings, and the history of its development over the past 20 years.

Interim Impact Findings from the Investing in Innovation (i3) Evaluation of Diplomas Now

June, 2016

The Diplomas Now whole-school reform model, including targeted interventions for students at risk of dropping out, had an impact on the percentage of students with no early warning indicators related to attendance, behavior, or course performance, and had more encouraging results in middle schools than high schools.

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.

Changing School Practices During the Second Year of Diplomas Now

May, 2015

Diplomas Now, a partnership of three national organizations, aims to increase graduation rates in high-risk schools, targeting support to students who need it most. This second report finds that Diplomas Now schools are differentiating themselves from comparable schools in their implementation of structural and instructional reforms.

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.

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.

The First Year of Implementing Diplomas Now

August, 2014

Three national organizations formed Diplomas Now in an effort to transform urban secondary schools so fewer students drop out. This report introduces Diplomas Now and the associated evaluation, shares first-year implementation fidelity findings, and discusses collaboration among the Diplomas Now partners and between those partners and schools.

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.

Lessons from the First Round of Achieving the Dream Community Colleges

April, 2014

Launched in 2004, Achieving the Dream is designed to help community colleges collect and analyze student performance data and apply the results to help students succeed. This report offers lessons from the first 26 colleges to join the national initiative, which now includes more than 200 institutions.

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.

A Case Study of Peer Leader Programs at Two Achieving the Dream Colleges

February, 2012

Northern Essex Community College and Bunker Hill Community College employed academically successful students to serve as peer leaders to offer additional classroom assistance to fellow students in developmental and introductory college-level courses. The report discusses how the colleges designed and implemented these programs and offers insights into students’ experiences in peer-assisted courses.

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.

Five Years of Achieving the Dream in Community Colleges

February, 2011

This interim report examines the experiences of the first 26 colleges to join the ambitious Achieving the Dream initiative. Launched by Lumina Foundation for Education in 2004, Achieving the Dream helps community colleges collect and analyze student performance data in order to build a “culture of evidence,” enabling the colleges to use that knowledge to develop programs to increase students’ academic success.

September, 2010

This report seeks to answer two policy questions: whether providing subsidies to families whose incomes are just over the state’s eligibility limit affects their child care and employment outcomes, and whether extending the length of time before families must reapply for subsidies affects the receipt of subsidies and related outcomes.

June, 2010

This final report of a two-year evaluation is intended to help states determine how to structure child care subsidy programs. Focusing on how much families should be required to contribute when they receive child care subsidies, the study examined the effects of reduced copayments on subsidy use, employment and earnings, and receipt of public assistance.

Men of Color Discuss Their Experiences in Community College

March, 2010

This report takes an in-depth look at the perceptions and experiences of 87 African-American, Hispanic, and Native American men who were enrolled in developmental math courses at four community colleges. The study explores how the students’ experiences in their high schools and communities, as well as their identities as men of color, influenced their decision to go to college and their engagement in school.

Findings from an Evaluation of the Formative Assessments of Student Thinking in Reading (FAST-R) Program in Boston Elementary Schools

December, 2008

This report contains findings from an evaluation of a program in the Boston Public Schools that seeks to improve reading instruction and student learning through one type of data-driven instruction. The program provides teachers with formative assessments that they can use to measure what students do and do not know, along with professional development on how to understand and use the data generated by those assessments. The study looks at FAST-R’s effects on reading scores among third- and fourth-graders.

Early Progress in the Achieving the Dream Initiative

May, 2007

Achieving the Dream is a multiyear, national initiative, launched by Lumina Foundation for Education, to help community college students stay in school and succeed. The 83 participating colleges commit to collecting and analyzing data to improve student outcomes, particularly for low-income students and students of color. This baseline report describes the early progress that the first 27 colleges have made after just one year of implementation.

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.

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.

Final Lessons from Parents’ Fair Share

November, 2001

Fathers provide important financial and emotional support to their children. Yet low-income noncustodial fathers, with low wages and high rates of joblessness, often do not fulfill their parenting roles. The child support system has not traditionally helped these men to do so, since its focus has been on securing financial support from fathers who can afford to pay.

The Impact of Parents' Fair Share on Low-Income Fathers' Employment

October, 2000

The Impact of Parents' Fair Share on Paternal Involvement

October, 2000
January, 2000

Developed as part of MDRC’s Parents’ Fair Share Demonstration, the Responsible Fatherhood Curriculum is intended to help fathers more effectively fulfill their roles as parents, partners, and workers.

Lessons for the Child Support Enforcement System from Parents' Fair Share

May, 1998

The Evolution of Innovative School-to-Work Programs

January, 1997

Innovative Programs Linking School and Work

January, 1994

What Fathers and Mothers Say About Child Support

July, 1992
Project Overview

Young people with juvenile justice involvement face many challenges, which may include a lack of education and employment skills, antisocial attitudes and values, unstable housing, and much more. These challenges make it difficult for them to pursue educational pursuits or enter the workforce and become productive citizens.

Project Overview

With broad support across the political spectrum, states and localities throughout the country are expanding preschool programs for low-income children.

Project Overview

The Choice Neighborhoods Initiative (CNI) was the U.S. Department of Housing and Urban Development’s (HUD’s) flagship redevelopment program and at the time its most significant neighborhood transformation initiative in decades.

Project Overview

The available research suggests that regular use of formative assessments can be a powerful driver of student learning. However, little rigorous research has been conducted on the impacts of formative assessment and data-driven instruction on student achievement, particularly in reform-rich urban school districts.

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

While educators and officials across the United States are struggling with how to raise student achievement and improve graduation rates, very few programs have been shown to work at scale in achieving either goal.

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

Investments in child care by the federal government and individual states grew substantially in the years after passage of the 1996 federal welfare reform law, increasing from $3.6 billion in 1996 to $11.4 billion in 2005. As a result, many more low-income families with working parents were able to receive help in paying for child care.

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

Policy debates about child poverty and welfare reform, which once focused almost exclusively on single mothers and their children, have in recent years begun to train the spotlight on fathers.

Project Overview

Community colleges enroll almost half of all U.S. undergraduate students, yet the majority of these students leave without earning a degree or certificate or transferring to another institution to continue their studies. As a result, they risk losing the opportunity to learn and to earn a livable wage.

Project Overview

Public housing developments are among the most economically challenged neighborhoods in the United States. In fact, many public housing residents face obstacles to employment even beyond those normally experienced by other low-income people.