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 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.
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.
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.