Data can help career and technical education programs refine their models, pinpoint successes, and communicate lessons with funders and stakeholders. Drawing in part on conversations with leaders in the field, this brief outlines four steps programs can take to strengthen their data-collection and measurement activities and develop robust data strategies.
Implementing Individual Placement and Support in a Workforce Setting
Breaking Barriers was a San Diego-based program that provided employment services to low-income individuals with a range of disabilities or other health conditions. Preliminary analyses based on a survey found that the program did not have an impact on the primary outcomes measured — employment, length of employment, and total earnings — during a 15-month follow-up period.
Using Data to Analyze Enrollment Drop-Off
The August 2019 In Practice blog post offers tips for programs to ensure that the participants they recruit, actually enroll. In this post, we examine some key lessons from MDRC’s evaluation of the WorkAdvance project to help turn program recruits into program success stories.
Integrating Workforce and College-Readiness Training into California’s Adult Basic Skills Programs
New models for adult education that integrate basic skills education with workforce and college-readiness training are catching on across the country. In this report, MDRC examines the development of these programs in California and suggests ways to expand these integrated models in adult basic skills programs across the state.
Reflections on Running the College Match Program
In this commentary originally published by the Thomas B. Fordham Institute, MDRC’s Crystal Byndloss offers lessons from our College Match demonstration in Chicago and New York, which helped college-ready, low-income high school students choose selective colleges that matched their academic profiles, financial considerations, and personal needs.
Studying Enhancements to Colleges’ iPASS Practices
Frequent advising seems to help struggling students, but advisers’ time is limited; could technology make a difference? This study examines the effects of three institutions’ efforts to expand the use of advising technologies and to use administrative and communication strategies to increase student contact with advisers.
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.
Findings from a Study of the Career Readiness Internship Program
Work-based learning opportunities vary widely across colleges and are rarely evaluated. Through the Career Readiness Internship (CRI) program, 33 colleges provided large numbers of low-income students with valuable career-focused internship experiences, and employers generally viewed the program positively. Nevertheless, CRI was difficult to maintain after its grant period ended.
A First Look at Effects on Postsecondary Persistence and Labor Market Outcomes
Four years after scheduled graduation, students from small high schools of choice, which have nonselective admissions and serve many disadvantaged students, were more likely to be enrolled in postsecondary education and to be participating in “productive activity” (being in college, being employed, or both) than their control group counterparts.
Using Behavioral Science to Identify Barriers to Credit Intensity and Satisfactory Academic Progress
Taking enough credits and passing enough classes are key requirements for college success. But behavioral and institutional barriers often get in the way. A new report from MDRC shows how behavioral science can expose these barriers and help colleges move their students past the finish line to graduation.