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.
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.
Results from the Evaluation of PACE Center for Girls
PACE provides academic and extensive social services in a gender-responsive environment to girls at risk of juvenile justice system involvement. Over a one-year period, PACE increased school enrollment and attendance, as well as girls’ likelihood of being “on track” academically.
A Case Study of PACE Center for Girls
MDRC worked closely with PACE in evaluating its program for girls. As an organization dedicated to continuous improvement, PACE used the implementation research findings to refine its services in several ways. This issue focus summarizes the study and the partnership and explains how the program applied some of the lessons.
An Implementation Study of the PACE Center for Girls
To serve at-risk girls, PACE provides academic and social services in a gender-responsive environment, focusing on safety, relationships, and girls’ individual strengths while accounting for the effects of trauma. The program offers low staff-to-student ratios, counseling and case management, and a life skills curriculum targeted to girls.
A Case Study of Communities In Schools
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.
A Quasi-Experimental Evaluation Of Communities In Schools
Communities In Schools (CIS) works to integrate a variety of support services for students to keep them on a path to graduation. This quasi-experimental evaluation examined the effects of the CIS whole-school model in high schools, middle schools, and elementary schools.
Final Findings from the Communities In Schools Random Assignment Evaluation
Communities In Schools (CIS) works to integrate a variety of support services for students to keep them on a path to graduation. This randomized controlled trial assessed the effects of one component of the CIS model — case management for high-risk students.
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.
Evidence from the Evaluation of the PACE Center for Girls
Born out of research showing that girls and boys have different risk factors and pathways into the justice system, gender-responsive programs focus on girls’ unique needs and strengths. This brief summarizes the developing research on their effectiveness and describes how one program enacts the principles in its service delivery.