About MDRC
O’Donoghue is a data manager in MDRC’s Young Adults and Postsecondary Education policy area. Her projects currently include three randomized controlled trials: the Accelerated Study in Associate Programs (ASAP) Ohio Demonstration, which seeks to determine whether City University of New York (CUNY) ASAP can be successfully replicated in Ohio; Detroit Promise Path, which adds student support services to the Detroit Promise scholarship program; and Integrated Planning and Advising for Student Success (iPASS), which provides technology tools and integrated data to college students and advisers. Across these projects, she supports colleges in using quantitative data to provide the services students need to be successful. Before joining MDRC in 2016, O’Donoghue worked in mental health and homelessness services. She holds a bachelor’s degree in sociology from Bryn Mawr College and a master’s degree from New York University’s Robert F. Wagner Graduate School of Public Service.
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MDRC Publications
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Other Publications
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Projects
College Promise is the latest college access movement in the United States. With more than 200 programs across the nation — a number that grows every year — College Promise is driving national conversations about college access and affordability. These programs typically cover college tuition and fees for students in a particular geographic area to attend college.
Integrated Planning and Advising for Student Success (iPASS) is an initiative funded by the Bill & Melinda Gates Foundation, which recently made its second large investment in 26 colleges and universities engaged in technology-mediated advising reform.
Colleen Sommo, Michael J. Weiss, Michelle Ware, Melissa Boynton, Michelle S. Manno, Alyssa Ratledge, Camielle Headlam, Christine Johnston, Rebekah O'DonoghueWhile the U.S. has made strides in increasing college access among low-income students, college completion has remained low. Graduation rates are particularly stagnant among our nation’s community colleges, which enroll a large number of low-income and nontraditional college students.
Colleen Sommo, Susan Scrivener, Michael J. Weiss, Michelle Ware, Michelle S. Manno, Alyssa Ratledge, Rebekah O'DonoghueNational attention is focused on increasing graduation rates at community colleges. Graduation rates are particularly low for students who come to campus underprepared for college-level work. Across the nation, between 60 and 70 percent of entering freshmen in community colleges enroll in developmental (or remedial) math, reading, or writing courses.