This report examines the implementation and effects of an academic summer program for middle school students offered by Building Educated Leaders for Life (BELL). The findings suggest that BELL students did not outperform non-BELL students in reading, but that the program may have had a positive effect on students’ math achievement.
Three-Year Effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for Developmental Education Students
The 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.
Exploratory Findings from the Head Start CARES Demonstration
This report suggests that evidence-based approaches can improve 3-year-olds’ social-emotional competence in mixed-age preschool classrooms. While the findings are promising, further research is needed to confirm the results and to better understand how these benefits are generated.
Early Reflections from MDRC’s Evaluation of the Innovative Professional Development Challenge
In the Innovative Professional Development (iPD) Challenge, the Bill & Melinda Gates Foundation is helping school districts redesign their teacher professional development systems to better support teachers in increasing student success. This Issue Focus, the second in a series, offers some early reflections from MDRC’s study of it.
In the Innovative Professional Development (iPD) Challenge, the Bill & Melinda Gates Foundation is helping school districts redesign their teacher professional development systems to better support teachers in increasing student success. This Issue Focus introduces the iPD Challenge and presents some early findings from MDRC’s study of it.
The Center for the Analysis of Postsecondary Readiness ( CAPR ) conducts research to document current practices in developmental English and math education across the United States and to rigorously evaluate innovative assessment and instructional practices. CAPR , led by MDRC and the Community College Research Center, is funded by the federal Institute of Education Sciences.
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.
This report discusses a pilot project to prepare adult education students in New York City for the new more rigorous GED exam. Revised writing and math curricula were offered to thousands of students, but attendance was erratic. Shorter lesson sequences and support outside the classroom might allow more students to benefit.
The First Year of Implementing Diplomas Now
Three national organizations formed Diplomas Now in an effort to transform urban secondary schools so fewer students drop out. This report introduces Diplomas Now and the associated evaluation, shares first-year implementation fidelity findings, and discusses collaboration among the Diplomas Now partners and between those partners and schools.
The Success for All Model of School Reform
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 the impacts in 2012-2013, the second year of operation, on early reading skills.