About MDRC
Dorimé-Williams is a Senior Research Associate in MDRC’s Postsecondary Education Policy Area, where she conducts assessments and evaluations focused on historically marginalized student populations and on improving policy and practice at colleges and universities. Prior to joining MDRC, Dorimé-Williams was an Assistant Professor in the Department of Educational Leadership & Policy Analysis at the University of Missouri-Columbia. Her teaching and research focused on socially just, student-centered assessment, evaluation, and institutional effectiveness in postsecondary education, particularly as it relates to access, persistence, and retention of historically marginalized students, faculty, and staff. She has a doctorate from the University of Illinois, Urbana-Champaign, in Educational Policy & Organizational Leadership.
-
MDRC Publications
ReportImplementation Findings
August, 2023MDRC led an implementation study of 59 student success programs across Texas that were funded by a COVID-relief grant from the U.S. Department of Education. This report presents findings; highlights research findings from previously conducted, rigorous evaluations of student support programs; and offers recommendations for future research and practice.
BriefResisting Erasure in Higher Education Policy and Practice
July, 2023A virtual roundtable brought together students, administrators, faculty members, and funders to examine and hear firsthand about the disparities, needs, and knowledge gaps affecting women of color in postsecondary education. This brief offers recommendations from the roundtable participants aimed at improving education and career outcomes for women students of color.
BriefLessons from the Field
April, 2023MDRC is partnering with the Texas Higher Education Coordinating Board to provide information about evidence-based programs backed by past research to the Student Success Program Inventory, an inventory of existing student success programs in Texas. This brief summarizes some of the information they will use in that effort.
CommentaryApril, 2023In this commentary originally published in Inside Higher Ed, Sophia Sutcliffe, Dan Knox, and Marjorie Dorimé-Williams describe a new effort to understand the significant role faculty and staff play when students transfer between community colleges and four-year institutions.
BriefExploring the Experiences of Students Ages 25 and Older
December, 2022The SUCCESS project aims to improve college completion rates for traditionally underserved students at community and broad-access colleges. This brief highlights the experiences of students 25 years or older in four SUCCESS colleges. The findings suggest how programmatic and institutional structures may promote or hamper student success for this population.
BriefJuly, 2022Although policymakers and institutions have increasingly disaggregated college completion data by race and gender to create targeted forms of support, the complex and intersecting challenges that Black women face in college often remain overlooked. This brief highlights opportunities to address the challenges Black women face in postsecondary education.
-
Other Publications
-
Projects