In this three-minute video, Meghan McCormick, an MDRC research associate, describes evidence-based ways to promote equitable access to early care and education programs, a challenge made more urgent by the pandemic.
John Martinez, MDRC Director of Program Development, has been nominated as the next President-Elect of the Association for Public Policy Analysis and Management (APPAM). In this brief video, Martinez describes why APPAM is important to him and to the field and expresses his thanks for the honor of being nominated.
Many states and colleges are making reforms to their developmental education practices, but to what extent are they reaching students? In this video, Elizabeth Zachry Rutschow discusses findings from a survey of reform efforts at two- and four-year colleges across the country.
In this video, Elizabeth Zachry Rutschow describes the promising findings from a study of the Dana Center Mathematics Pathways — a developmental education reform that aligns the content of students’ math courses with their career interests and helps them complete a college-level math course within one year of starting school.
In this four-minute video, Leigh Parise, Associate Director of Program Development and a senior K-12 researcher, describes how her experiences as a former elementary school teacher and the head of a nonprofit championing school-aged kids inspire her work at MDRC.
In this 5-minute video, MDRC President Virginia Knox describes what got her interested in public policy and research, what excites her about some recent MDRC projects, and what she sees for the future of MDRC and the field.
This 70-second video introduces Bridging Access to Benefits and Care (BABC), an innovative collaboration among three nonprofit organizations designed to improve connections to public benefits and health care services for people dependent on opioids and intravenous drugs in the Bronx.
This eleven-minute video features staff members and students from Northeast Wisconsin Technical College describing how the college’s promising GED Bridge program, which helps students pass the General Educational Development, or GED, exam and prepares them for college and career.
This three-minute video introduces the challenges facing the nation’s court systems as they seek to ensure the fair treatment of defendants and curb growing jail populations, while maintaining court appearances by defendants and the safety of the public.
This four-minute video describes the TANF Data Collaborative, an exciting new effort to accelerate the use of Temporary Assistance for Needy Families (TANF) data, earnings data, and other administrative data for program improvement and evidence building at the federal, state, and local levels.
In this seven-minute video, John Martinez, MDRC’s Director of Program Development, interviews Brad Dudding, Chief Impact Officer at the Center for Employment Opportunities, which offers individuals just coming home from prison the ongoing support necessary to build career capital and financial stability, about the decade-long partnership between the two organizations and the most recent work around program improvement through data insights.
This 12-minute film, produced by Results for America’s What Works Media Project, explores the Detroit Promise Path, an evidence-based approach that aims to build on the potential of College Promise programs by offering comprehensive coaching, monthly financial supports, and other services to help students stay enrolled and succeed.
In this five-minute video, Heather Clawson from Communities In Schools, Monica Rodriguez from Detroit Promise Path, Karen Pennington from Madison Strategies, and MDRC Director of Program Development John Martinez describe how MDRC applies its research knowledge, program experience, and operational expertise when closely collaborating with nonprofit organizations.
This two-minute video from the Ohio Department of Higher Education offers highlights from the December 12th release of MDRC’s evaluation of the replication of the City University of New York’s Accelerated Study in Associate Programs (ASAP) at three Ohio community colleges.
In this 30-second video, MDRC Senior Associate Donna Wharton-Fields describes how the U.S. Department of Housing and Urban Development has invested in the replication of Jobs-Plus, a successful employment program for residents of public housing that MDRC helped develop and evaluated.
In this 30-second video, MDRC Research Associate Barbara Condliffe references key points from our recent literature review on project-based learning, a concept in which a class project is the central vehicle of instruction in a K-12 setting.
This video summarizes the findings from the Behavioral Interventions to Advance Self-Sufficiency project, which tested 15 behavioral interventions in work support, child support, and child care programs in eight states, highlighting projects in Indiana, Los Angeles, and Texas.
In this five-minute video, MDRC’s Meghan McCormick and Jason Sachs from the Boston Public Schools describe an ongoing evaluation of Boston’s innovative early learning program that combines evidence-based curricula with coaching and professional development for teachers, reinforced by system-wide alignment of instruction from prekindergarten into elementary school, so that each grade seeks to build on the lessons and skills that children learned in the previous grade.
In this 30-second video, MDRC Senior Research Associate Crystal Byndloss introduces MDRC’s ongoing evaluation of an innovative model of career and technical education that prepares students for both college and careers.
This eight-minute video profiles the lives of six New Yorkers who are participating in the Paycheck Plus demonstration and evaluation of an expanded Earned Income Tax Credit for low-income single workers without dependent children.
Much attention is being paid to low-income, college-ready students who are “undermatching” — enrolling in colleges for which they are academically overqualified or not going to college at all. A number of “light touch” informational interventions targeting the top 15 percent of standardized test-takers appear effective at getting these students to attend selective colleges.