Curricular/Instructional Reforms

Brief

Two-Year Results from an Evaluation of Accelerated Study in Associate Programs (ASAP) for Developmental Education Students

December, 2013

This 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.

This project, funded by the Bill & Melinda Gates Foundation, provides research and evaluation support for the Innovative Professional Development (iPD) Challenge, which seeks to clarify the extent to which changes in school district professional development systems lead to different teacher experiences and measurable improvements in key teacher outcomes. The iPD...

Report

Early Findings from the Investing in Innovation (i3) Scale-Up

October, 2013
Janet Quint, Rekha Balu, Micah DeLaurentis, Shelley Rappaport, Thomas J. Smith, Pei Zhu

Success for All, a whole-school reading reform, received a federal Investing in Innovation (i3) scale-up grant in 2010 to expand to additional elementary schools. This report examines the program’s implementation and its impact in 2011-2012, the first year of operation, on kindergartners’ early reading.

MDRC is evaluating the AVID College Readiness System along with the establishment of a “vertical alignment collaborative” across several middle and high schools and a local community college, all located in rural Central Florida. The project is funded by the Department of Education’s Investing in Innovation initiative. The project will test the hypothesis that a...

Report

A Case Study of Two Community College Programs Designed to Accelerate Students Through Developmental Math

May, 2013
Kelley Fong, Mary Visher

“Acceleration” strategies seek to help developmental students progress to college-level math quicker. This report examines two models: one at Broward College compresses a traditional 16-week course into eight weeks and another at Tarrant County College divides a course into modules, allowing students to skip content they’ve already mastered.

Brief
March, 2013

Urban high schools are in trouble — high dropout rates, low student achievement, and graduates who are unprepared for the world of work are just some of the disappointing indicators. However, this policy memo, part of our “Looking Forward” series, explains how recent research has uncovered a number of approaches to improving student outcomes and reforming underperforming schools.

Brief
February, 2013

How do we make the most of the promise of preschool, particularly as preschool programs become universal? How do we avoid the “fade out” of early positive effects as children transition to elementary school? Part of our “Looking Forward” series, this policy memo describes how enhancing children’s social and emotional development and their early math skills may be part of the answer.

 

Report

Lessons from the Developmental Education Initiative

January, 2013
Janet Quint, Shanna S. Jaggars, D. Crystal Byndloss, Asya Magazinnik

This report examines the efforts of 15 community colleges that expanded preexisting interventions or put in place new ones directed toward helping students move through developmental coursework more quickly and more successfully.

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