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Publications

Report

Expanding Access to College-Level Courses

Early Findings from an Experimental Study of Multiple Measures Assessment and Placement

December, 2019

This report examines colleges’ use of multiple measures to determine whether students take college-level or developmental education courses, a more accurate method than standardized placement exams. Using additional placement tests, high school transcripts, and student motivation evaluations places more students into credit-bearing courses, improving academic results and college completion rates.

Report

The Changing Landscape of Developmental Education Practices

Findings from a National Survey and Interviews with Postsecondary Institutions

November, 2019

This report, based on a national survey of two- and four-year colleges, examines the current state of practices in developmental education assessment, placement, instruction, and support services offered to students. Reform efforts have accelerated, but new practices still reach less than half of students.

Report

Gaining Ground

Findings from the Dana Center Mathematics Pathways Impact Study

November, 2019

This instructional reform diversifies math course content so that it better aligns with students’ career interests. After three semesters, the reform increased developmental math students’ rates of taking and passing college-level math and accumulating math credits. Few effects have yet emerged on overall credit accumulation, degree receipt, or transfer to a four-year college.

Brief

Building Basic Math Skills

Boot Camp at Tarrant County College

November, 2019

This study examined a “Boot Camp” program designed to reinforce basic mathematics functions for college students with limited math, reading, and writing skills, to prepare them for developmental-level courses. Three features made the program unique: computer-assisted, self-paced learning; a focus on individual learner progress; and in-class help from College-Readiness Advisors.

Report

Beyond the Basics

Integrating Workforce and College-Readiness Training into California’s Adult Basic Skills Programs

July, 2019

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.

Working Paper

Teaching Matters and So Does Curriculum

How CUNY Start Reshaped Instruction for Students Referred to Developmental Mathematics

June, 2019

Using data from interviews, classroom observations, an instructor survey, and curricular materials, this paper describes four key features of the CUNY Start mathematics instructional approach, paying particular attention to how these features differ from traditional developmental education.

Report

Microfinance in the United States

Early Impacts of the Grameen America Program

March, 2019

Grameen America provides loans to low-income women who are seeking to start or expand their small businesses. Early results from a random assignment evaluation show that Grameen participants are more likely to operate their own businesses and to establish credit scores and less likely to experience material hardship.

Report

Promoting Work and Self-Sufficiency for Housing Voucher Recipients

Early Findings From the Family Self-Sufficiency Program Evaluation

March, 2019

This first national randomized controlled trial of the Family Self-Sufficiency (FSS) program — the main federal strategy to help housing voucher recipients make progress toward economic mobility — examined program implementation, participants’ engagement, and impacts on labor force participation and benefits receipt in the first 24 months of this five-year program.

Issue Focus

Demonstrated Results

Successful Collaborations That Improve Outcomes in Prisoner Reentry and Child Support

January, 2019

In this article originally published in Policy & Practice magazine, MDRC’s Dan Bloom and Cindy Redcross offer lessons from successful collaborations to improve employment and other outcomes for reentering prisoners and noncustodial parents.

Report

Promising Instructional Reforms in Developmental Education

A Case Study of Three Achieving the Dream Colleges

December, 2008

This report examines the experiences of three of the 83 colleges currently involved in the Achieving the Dream: Community Colleges Count project, an initiative of Lumina Foundation for Education, and their efforts to improve instruction in developmental education classrooms.