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2012 |
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Improving Employment and Earnings for TANF Recipients
Policy Brief
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Urban Institute.
2012. Gayle Hamilton.
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.
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Facilitating Postsecondary Education and Training for TANF Recipients
Policy Brief
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Urban Institute.
2012. Gayle Hamilton and Susan Scrivener.
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.
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What Strategies Work for the Hard-to-Employ?
Final Results of the Hard-to-Employ Demonstration and Evaluation Project and Selected Sites from the Employment Retention and Advancement Project
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2012. David Butler, Julianna Alson, Dan Bloom, Victoria Deitch, Aaron Hill, JoAnn Hsueh, Erin Jacobs, Sue Kim, Reanin McRoberts, Cindy Redcross.
This report describes results and draws lessons for policy and practice from rigorous evaluations of eight program models seeking to increase workforce participation by hard-to-employ populations, including long-term welfare recipients, ex-prisoners, Medicaid recipients with depression, and substance abusers.
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Returning to Work After Prison
Final Results from the Transitional Jobs Reentry Demonstration
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2012. Erin Jacobs.
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.
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Performance-Based Scholarships
Emerging Findings from a National Demonstration
Policy Brief
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2012. Reshma Patel and Lashawn Richburg-Hayes.
This brief summarizes results from performance-based scholarship programs in Louisiana, New Mexico, New York, and Ohio. These scholarships can move the dial on important markers of academic success for students, including credits attempted and earned and rates of full-time enrollment.
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After Foster Care and Juvenile Justice
A Preview of the Youth Villages Transitional Living Evaluation
Policy Brief
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2012. Sara Muller-Ravett and Erin Jacobs.
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.
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Keeping Students On Course
An Impact Study of a Student Success Course at Guilford Technical Community College
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2012. Elizabeth Zachry Rutschow, Dan Cullinan, and Rashida Welbeck.
A random assignment study of a student success course for developmental students finds positive effects on students’ self-management, self-awareness, and engagement in college. The program had few overall effects on students’ academic achievement, although there were some positive impacts for the first group of students to enter the study.
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Improving Access to Federal Data for More Efficient Evaluations
Congressional Testimony
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2012. Gordon Berlin.
In testimony before the House Ways and Means Subcommittee on Human Resources, MDRC President Gordon Berlin proposes a simple, cost-effective fix to current law that would make federally funded program evaluations more efficient.
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Make Me a Match
Helping Low-Income and First-Generation Students Make Good College Choices
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2012. Jay Sherwin.
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.
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Enhanced Early Head Start with Employment Services
42-Month Impacts from the Kansas and Missouri Sites of the Enhanced Services for the Hard-to-Employ Demonstration and Evaluation Project
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2012. JoAnn Hsueh and Mary E. Farrell.
Two Early Head Start programs were enhanced with formalized services to proactively address parents’ employment, educational, and self-sufficiency needs. A random assignment evaluation finds limited impacts for the full sample but some positive effects on employment and earnings for families who had an infant or who were expecting a child at the outset of the study.
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The Supporting Healthy Marriage Evaluation
Early Impacts on Low-Income Families
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2012. JoAnn Hsueh, Desiree Principe Alderson, Erika Lundquist, Charles Michalopoulos, Daniel Gubits, David Fein, and Virginia Knox.
This report, which presents 12-month impact results from a demonstration designed to strengthen marriages among low-income married couples with children, shows that the program produced a consistent pattern of small, positive effects on multiple aspects of couples’ relationships, including measures of relationship quality, psychological and physical abuse, and adult individual psychological distress.
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Coaching as a Key Component in Teachers’ Professional Development
Improving Classroom Practices in Head Start Settings
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2012. Chrishana M. Lloyd and Emily L. Modlin.
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.
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Does More Money Matter?
An Introduction to the Performance-Based Scholarship Demonstration in California
Policy Brief
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2012. Michelle Ware and Reshma Patel.
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.
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Leading by Example
A Case Study of Peer Leader Programs at Two Achieving the Dream Colleges
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2012. Oscar Cerna and Caitlin Platania with Kelley Fong.
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.
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Investigating Depression Severity in the Working toward Wellness Study
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2012. Sue Kim and Charles Michalopoulos.
This paper examines issues related to depression severity in this study of a one-year telephone care management intervention for depressed parents who were Medicaid recipients. The original study found effects on getting treatment during the intervention but no impacts on depression severity.
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More Than a Job
Final Results from the Evaluation of the Center for Employment Opportunities (CEO) Transitional Jobs Program
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2012. Cindy Redcross, Megan Millenky, Timothy Rudd, and Valerie Levshin.
Ex-prisoners who had access to CEO’s transitional jobs program were less likely to be convicted of a crime and reincarcerated. The effects were particularly large for those ex-prisoners who enrolled in the program shortly after release. The recidivism reductions mean that the program is cost-effective — generating more in savings than it cost.
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Learning Communities for Students in Developmental English
Impact Studies at Merced College and The Community College of Baltimore County
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Published with the National Center for Postsecondary Research
2012. Evan Weissman, Dan Cullinan, Oscar Cerna, Stephanie Safran, and Phoebe Richman with Amanda Grossman.
Two colleges implemented semester-long learning communities linking developmental English with a range of other courses. At Merced, learning communities students earned more developmental English credits and passed more English courses than a control group. At CCBC, there were no meaningful impacts on students’ credit attempts or progress. Neither college’s program had an impact on persistence or on cumulative credits earned.
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Sustained Positive Effects on Graduation Rates Produced by New York City’s Small Public High Schools of Choice
Policy Brief
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2012. Howard S. Bloom and Rebecca Unterman.
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.
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Alternative Employment Strategies for Hard-to-Employ TANF Recipients
Final Results from a Test of Transitional Jobs and Preemployment Services in Philadelphia
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2011. Erin Jacobs and Dan Bloom.
An evaluation of two different welfare-to-work strategies for long-term welfare recipients finds that: (1) transitional jobs substantially increased employment in the short term, but these effects faded after one year, and (2) it is difficult to engage welfare recipients in extensive preemployment services long enough to improve their employability.
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Working toward Wellness
Telephone Care Management for Medicaid Recipients with Depression, Thirty-Six Months After Random Assignment
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2011. Sue Kim, Allen LeBlanc, Pamela Morris, Greg Simon, and Johanna Walter.
A telephonic care management program increased the use of mental health services by Medicaid recipients with depression while the program was running, but it did not help individuals sustain treatment after the intervention ended. The program did not reduce depression on average, nor did it have any effect on employment outcomes.
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2012
