Pennsylvania

Context, Components, and Initial Impacts on Students’ Performance and Attendance

December, 2004
Corinne Herlihy, James J. Kemple

During the first three years of implementation in six urban schools, The Talent Development Middle School model—an ongoing, whole-school reform initiative—had a positive impact on math achievement for eighth-graders but appeared to produce no systematic improvement in outcomes for seventh-graders.

Context, Components, and Initial Impacts on Ninth-Grade Students’ Engagement and Performance

June, 2004
James J. Kemple, Corinne Herlihy

An examination of the implementation and early impacts of Talent Development, a whole-school reform initiative, found that the model produced substantial gains in ninth-grade students’ course completion and promotion rates.

February, 2012

This report, which presents 12-month impact results from a demonstration designed to strengthen marriages among low-income married couples with children, shows that the program produced a consistent pattern of small, positive effects on multiple aspects of couples’ relationships, including measures of relationship quality, psychological and physical abuse, and adult individual psychological distress.

September, 2010
Jennifer Miller Gaubert, Virginia Knox, Desiree Principe Alderson, Christopher Dalton, Kate Fletcher, Meghan McCormick

An important first hurdle for voluntary programs is recruiting and retaining eligible participants. This report describes how ten Supporting Healthy Marriage programs focused on developing effective marketing strategies, keeping couples engaged in the program, and building management systems. These efforts resulted in encouraging early levels of participation by low-income couples.

The Center for Employment Opportunities Comprehensive Prisoner Reentry Program

April, 2006

The Center for Employment Opportunities (CEO) serves nearly 2,000 reentering prisoners a year with a structured program of pre-employment training, immediate short-term transitional work, and job placement services. This report, written jointly by CEO and MDRC, describes how the CEO program operates. Results from a random assignment evaluation by MDRC are expected next year.

September, 2009

This report presents two-year implementation and impact findings on two supplemental academic instruction approaches developed for after-school settings – one for math and one for reading. It addresses whether one-year impacts are different in the second year of program operations and whether students benefit from being offered two years of enhanced after-school academic instruction.

Findings After the First Year of Implementation

June, 2008

This report presents one-year implementation and impact findings on two supplemental academic instruction approaches developed for after-school settings — one for math and one for reading. Compared with regular after-school programming, the supplemental math program had impacts on student SAT 10 test scores and the supplemental reading program did not — although the reading program had some effect on reading fluency.

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