In the spring of 2019, MDRC invited practitioners from innovative career and technical education (CTE) programs to discuss questions of equity. This policy brief summarizes the most common equity challenges that were raised in the discussion, along with ideas that emerged for how to address them.
Motivated by a desire to address both education and wage disparities, policymakers, educators, employers, and philanthropists have increasingly begun to invest in new models of career and technical education (CTE) that are based on the premise that all students need postsecondary credentials to adapt to an increasingly complex labor market. No...
In NYC P-TECH Grades 9-14 schools, students take an integrated sequence of high school and college courses with the goal of completing both high school and college, while simultaneously being exposed to hands-on work experiences. This infographic describes the model and introduces MDRC’s evaluation of it.
Learn and Earn to Achieve Potential (LEAP) is an initiative to help young people who have been involved in the foster care or juvenile justice systems, or who are homeless. This brief provides details on the models in LEAP and the young people participating, and offers some early implementation findings.
The Learn and Earn to Achieve Potential (LEAP) project is a three-year nationwide program that provides education and employment services to young people ages 14-25 who are homeless or “systems-involved” — that is, young people who are aging out of the foster care system or who are otherwise involved in the child welfare, criminal justice, or...
The idea for this high school model began in 2010 in New York City when then-Mayor Michael Bloomberg announced a public-private partnership of the New York City Department of Education, the City University of New York, the New York City College of Technology, and IBM to develop a new approach to secondary and postsecondary education....
Forty percent of all entering college students and over half of entering community college students must take at least one remedial course. Fewer than half make it through developmental education. This two-page Looking Forward memo provides an overview of research evidence in four areas of developmental education reform.
A Look at MDRC’s Research
Forty percent of all entering college students and over half of entering community college students must take at least one remedial course. Fewer than half make it through developmental education. This two-page Issue Focus provides an overview of new research evidence in four areas of developmental education reform.
Evidence from Promising Programs
A review of high-quality studies, this paper highlights interventions — in education, employment and training, and second-chance programs — that have demonstrated positive results for young men of color. It comes as policymakers and philanthropies focus new attention on investing more to build opportunities for these young men.
Promising Models for Moving High School Dropouts to College
This report examines interventions that make adult education and GED standards more rigorous, that combine academic preparation with supports for transitioning to college, or that allow students to enroll in college while earning their GED. The most promising reforms integrate basic skills and GED instruction within specific career fields and support students’ entry into college.