Texas

April, 2017

Communities In Schools (CIS) works to integrate a variety of support services for students to keep them on a path to graduation. MDRC’s evaluation consisted of a quasi-experimental study of the whole model and a randomized controlled trial of one of its components — case management for students at higher risk.

A Case Study of Communities In Schools

April, 2017
Leigh Parise, Farhana Hossain

Many students in high-poverty schools face serious challenges such as housing instability and hunger, and the stress in their daily lives can affect their school attendance and performance. CIS aims to address these challenges. This brief describes how the organization has used evaluation findings to enhance and modify its services.

Incremental Delivery of Financial Aid to Promote College Success

December, 2015

This infographic explains MDRC’s large-scale test of whether an innovative approach to distributing financial aid – through bi-weekly payments, like a paycheck, instead of one or two lump-sum payments – can improve academic outcomes for low-income college students.

The Enhanced Transitional Jobs Demonstration

November, 2016
Cindy Redcross, Bret Barden, Dan Bloom, Joseph Broadus, Jennifer Thompson, Sonya Williams, Sam Elkin, Randall Juras, Janae Bonsu, Ada Tso, Barbara Fink, Whitney Engstrom, Johanna Walter, Gary Reynolds, Mary Farrell, Karen Gardiner, Arielle Sherman, Melanie Skemer, Yana Kusayeva, Sara Muller-Ravett

This demonstration is testing seven enhanced transitional jobs programs that offer temporary, subsidized jobs and comprehensive support to people recently released from prison and unemployed parents behind in child support payments.

Interim Findings from an Evaluation of a Computer-Assisted, Modular Approach to Developmental Math

June, 2016

ModMath is a set of computer-assisted, modular courses that allow developmental (remedial) math students in community college to earn credits incrementally and move through the curriculum at their own pace. It was well implemented, and after one semester its students were closer to completing developmental math than a control group.

Interim Impact Findings from the Investing in Innovation (i3) Evaluation of Diplomas Now

June, 2016

The Diplomas Now whole-school reform model, including targeted interventions for students at risk of dropping out, had an impact on the percentage of students with no early warning indicators related to attendance, behavior, or course performance, and had more encouraging results in middle schools than high schools.

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