About MDRC
Scrivener has over two decades of experience evaluating education and social programs for individuals with low incomes. She currently focuses on directing projects and doing research on how programs are implemented. She is leading the implementation research for the multisite Building Evidence on Employment Strategies (BEES) project. She served as MDRC’s lead implementation researcher in an evaluation of CUNY Start, a program at City University of New York (CUNY) community colleges that provides intensive instruction in reading, writing, and math for students with significant developmental needs. She also directed MDRC’s original evaluation of CUNY’s Accelerated Study in Associate Programs, a comprehensive effort to help students graduate with associate’s degrees relatively quickly. Scrivener has authored more than 25 published reports and papers. She received a master’s degree in sociology from the University of Minnesota.
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MDRC Publications
ReportDecember, 2022Many community colleges have implemented interventions to help students persist in college and earn degrees. MDRC has studied many such interventions; several of them improved students’ academic outcomes, but the effects varied. This report synthesizes results from 30 studies MDRC has conducted of 39 interventions at 45 colleges.
BriefResponse to COVID-19
July, 2021When the COVID-19 pandemic hit in the spring of 2020, programs that combined substance use disorder treatment and recovery with employment services faced new service-delivery challenges, including an unprecedented shift to virtual services. This brief discusses the operational experiences of seven such programs in the initial months of COVID-19.
Working PaperA Randomized Controlled Trial Evaluation of a Developmental Education Reform at the City University of New York
March, 2021CUNY Start aims to prepare students with significant remedial needs for college-level courses. This working paper reports that over three years, CUNY Start substantially increased college readiness, slightly increased credit accumulation, and modestly increased graduation rates (by increasing participation in another highly effective program).
BriefLessons from Two Decades of Research and Technical Assistance
November, 2020Colleges support students with academic and other types of advising, counseling, or coaching. Some schools enhance those services by reducing adviser caseloads and providing more comprehensive, frequent guidance, which can improve students’ semester-to-semester retention and average credits earned. This brief describes important lessons on designing and implementing those services.
Issue FocusJuly, 2018A key to interpreting study findings is considering not just the features of a program being tested, but how it differs from business as usual — which may change over the course of the evaluation. The Implementation Research Incubator discusses guidelines for measuring this contrast.
ReportEarly Findings from a CUNY Start Evaluation
July, 2018To help City University of New York (CUNY) students referred to developmental (remedial) education, CUNY Start delays their enrollment in a degree program for one semester of intensive instruction. This report describes students’ progress through developmental education after one semester, and college enrollment in the semester thereafter.
MethodologyJune, 2018In a randomized controlled trial, measuring treatment contrast – the difference in services received by a program group and those in a counterfactual condition – is critical for understanding what a program’s effects suggest about the best ways to improve services. This paper explains why treatment contrast is important and offers guidance about how to measure it.
BriefA Preview of a CUNY Start Evaluation
April, 2016This innovative developmental education program at the City University of New York offers intensive academic instruction and advising to CUNY’s least prepared community college students before they matriculate. The evaluation will examine the program’s effect on academic outcomes among students with very low levels of basic skills.
ReportThree-Year Effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for Developmental Education Students
February, 2015The City University of New York’s comprehensive ASAP program nearly doubles the three-year graduation rate for developmental education students in community college – at a lower cost per degree than regular services. ASAP also increases rates of transfer to four-year colleges.
BriefTwo-Year Results from an Evaluation of Accelerated Study in Associate Programs (ASAP) for Developmental Education Students
December, 2013This policy brief presents results from an evaluation of a program designed to increase the graduation rates of low-income community college students. The initiative requires full-time attendance and offers comprehensive supports and financial incentives for three full years. The program boosted two-year graduation rates substantially — by 66 percent.
ReportEarly Results from an Evaluation of Accelerated Study in Associate Programs (ASAP) for Developmental Education Students
June, 2012The City University of New York’s ASAP program requires full-time attendance and offers comprehensive supports to community college students for three full years. Early results from a random assignment study show that ASAP increases credits earned, full-time enrollment, and completion of developmental (or remedial) coursework.
ReportLessons from the Employment Retention and Advancement (ERA) Project
April, 2012Many recipients of Temporary Assistance for Needy Families (TANF) and other low-income individuals find or keep jobs for a while, but far fewer remain steadily employed and advance in the labor market. This report describes results and draws lessons from rigorous evaluations of 12 programs seeking to improve employment retention and advancement among low-wage workers.
BriefMarch, 2012This 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.
BriefA Synthesis of Findings from an Evaluation at Six Community Colleges
March, 2011MDRC’s Opening Doors Demonstration, launched in 2003 with six community colleges, provides some of the first rigorous evidence that a range of interventions can improve educational outcomes for community college students. This 12-page policy brief describes the strategies tested, discusses the results, and offers suggestions to policymakers and practitioners for moving forward.
ReportThree-Year Effects of an Enhanced Student Services Program at Two Community Colleges
August, 2009In this program, low-income students received enhanced student services and were eligible for a modest stipend for two semesters. The program improved academic outcomes in the second semester and registration in the semester after that, but these effects did not persist in subsequent semesters.
ReportEffects of a Community College Program for Probationary Students
April, 2009Rates of graduation and degree completion at community colleges remain distressingly low. This report evaluates two versions of a program designed to help probationary students at community college succeed in school. One version increased the average number of credits earned, the proportion of students who earned a grade point average of “C” or higher, and the proportion who moved off probation.
ReportTwo-Year Effects of a Freshmen Learning Community Program at Kingsborough Community College
March, 2008Freshmen in a “learning community” at Kingsborough Community College in Brooklyn, NY, moved more quickly through developmental English requirements, took and passed more courses, and earned more credits in their first semester than students in a control group. Two years later, they were also somewhat more likely to be enrolled in college.
ReportEarly Results from the Opening Doors Demonstration in Ohio
April, 2007This report presents the early results from MDRC’s evaluation of the Opening Doors program at Owens Community College in Toledo, Ohio. The two-semester program offered intensive student advising services and a modest scholarship to low-income students to encourage them to stay in school and earn credentials.
ReportEarly Results from the Opening Doors Demonstration in Ohio
April, 2007This report describes early results from MDRC’s evaluation of the Opening Doors program at Lorain Country Community College in Elyria, Ohio. The program provided enhanced student services and a modest scholarship to low-income students to encourage them to stay in school and earn credentials.
ReportNovember, 2005An MDRC evaluation of Moving Up, a program in South Carolina that aimed to help former welfare recipients obtain jobs, work more steadily, and move up in the labor market, found that the program had little effect on employment rates, earnings, employment retention, or advancement.
ReportJune, 2005Early results are mixed for Employment Retention and Advancement project programs in four sites, but programs in two sites appear to help some welfare recipients work more steadily and advance to higher-paying jobs.
ReportThe Effects of Adult Education in Welfare-to-Work Programs
March, 2002Since the early 1980s, welfare policymakers and program operators have debated the role of adult education in program strategies to help welfare recipients make the transition from welfare to work. This report addresses key questions about how welfare-to-work programs that emphasize adult education activities affect the educational and economic outcomes of welfare recipients.
ReportFinal Report on Connecticut’s Welfare Reform Initiative
February, 2002ReportImplementation, Participation Patterns, Costs, and Three-Year Impacts of the Columbus Welfare-to-Work Program
June, 2001ReportFinal Report on Florida’s Initial Time-Limited Welfare Program
December, 2000ReportTwo-Year Implementation, Participation, Cost, and Impact Findings
August, 2000ReportHow to Increase Involvement in Welfare-to-Work Activities
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Other Publications
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Projects
Megan Millenky, Lily Freedman, Caroline Mage, Douglas Phillips, Kyla Wasserman, Emily Brennan, Susan Scrivener, Viktoriya Syrov, Shelley RappaportA variety of organizations have developed a wide range of programs and services tailored towards addressing the health, economic success, and broader well-being of individuals with substance use disorders. Individuals with a substance use disorders often experience barriers that make finding and maintaining stable employment a challenge, a problem that was only...
Megan Millenky, Lily Freedman, Caroline Mage, Douglas Phillips, Emily Brennan, Susan Scrivener, Viktoriya Syrov, Johanna Walter, Sally DaiIndividual Placement and Support ( IPS ) is an evidence-based model for delivering employment services originally developed for people with serious mental illness and implemented in community mental health settings. It has since gained interest as a strategy to promote employment for a variety of populations with mental health and substance use disorders seeking jobs....
Alexander Mayer, Michelle Ware, Frieda Molina, Hannah Dalporto, Andrea Vasquez, Susan Scrivener, John Diamond, Dorota Biedzio Rizik, Rashida Welbeck, Sophia Sutcliffe, Clinton Key, Melissa Boynton, Austin Slaughter, Erick Alonzo, Kalito Luna, Xavier Alemañy, Melissa WestIncome share agreements ( ISA s) are designed to help students pay for and attend postsecondary education and career training programs. With an ISA , students receive financial support to help cover the cost of their education and, in return, agree to pay a fixed percentage of their future income over a predetermined time period. ISA s are gaining popularity as an...
Megan Millenky, Dan Bloom, Susan Scrivener, Charles Michalopoulos, Dina A. R. Israel, Johanna Walter, Lauren Cates, Sally Dai, Caroline Mage, Emily Marano, Viktoriya Syrov, Douglas Phillips, Kyla Wasserman, Lily Freedman, Osvaldo Avila, Emily Brennan, Jillian Verrillo, Gilda Azurdia, Frieda Molina, Shelley Rappaport, Clinton Key, Nandita Verma, Cynthia Miller, Jared Smith, Shawna Anderson, Kelsey Schaberg, Caitlin Anzelone, James A. Riccio, Keri West, Caroline Schultz, Ethan Feldman, Gabriel WeinbergerMany Americans struggle in the labor market even when overall economic conditions are good. Unemployment is persistently high for some demographic groups and in certain geographic areas, and a large proportion of working-age adults — about two in five in 2019 — tend to be out of the labor force. Factors such as systemic racism embedded in the economy and...
Barbara S. Goldman, Frieda Molina, Donna Wharton-Fields, Richard Hendra, David Navarro, Susan Scrivener, Betsy L. Tessler, Jonathan Bigelow, Keith Olejniczak, Kelsey Schaberg, Annie Utterback, Alexandra Pennington, Brandon HawkinsThe Supplemental Nutrition Assistance Program ( SNAP ) — formerly the food stamp program —is a critical work support for low-income people and families. Although SNAP has included various employment and training requirements for adult recipients to maintain their eligibility since the 1970s, the SNAP Employment and Training ( SNAP E&T ) program was established as...
Many students enter postsecondary education underprepared academically, and the success rate for these students is low. At open access colleges (like community colleges), underprepared students are typically referred to developmental (or remedial) coursework, often in the form of multilevel, noncredit course sequences in reading, English, and math.
To help...
Colleen Sommo, Susan Scrivener, Michael J. Weiss, Michelle Ware, Michelle S. Manno, Alyssa Ratledge, Rebekah O'Donoghue, Austin Slaughter, Gilda AzurdiaNational 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. Data show that...
Despite the increasing importance of a postsecondary credential in today’s labor market, degree completion rates for community college students have stagnated. Two out of every three students who enroll in community college fail to earn a degree or certificate within six years, an outcome with serious consequences for their individual economic well-being as well as the...
Michael J. Weiss, Susan Scrivener, Colleen Sommo, Dan Cullinan, John Diamond, Alyssa Ratledge, Jedediah J. TeresCommunity colleges, which tend to be accessible and affordable, serve as a critical resource for low-income individuals striving to improve their prospects in the labor market and life. However, a variety of factors, ranging from a lack of financial aid to inadequate student services and poor developmental classes, can impede students’ progress. Many students stop...
Richard Hendra, Cynthia Miller, Susan Scrivener, Frieda Molina, David Navarro, Barbara S. Goldman, Dan Bloom, John Martinez, Mark van Dok, Erika Lundquist, Edith Yang, Alexandra PenningtonThe federal welfare overhaul of 1996 ushered in myriad policy changes aimed at getting low-income parents off public assistance and into employment. These changes — especially cash welfare’s transformation from an entitlement into a time-limited benefit contingent on work participation — have intensified the need to help low-income families become economically self-...