In this commentary, which originally appeared in Spotlight on Poverty and Opportunity, MDRC’s Alex Mayer and Alyssa Ratledge describe evidence-backed strategies that colleges can employ this fall to help students stay engaged.
This paper summarizes ASAP’s long-term effects and the educational investment in students associated with its services. The program helped students graduate faster, boosted graduation rates by 30 percent, and increased the financial aid students received.
Three Insights from Research
The COVID-19 pandemic means community colleges cannot administer in-person tests to determine whether students must take developmental (remedial) courses. But some colleges were already using multiple pieces of information for course placement, rather than a single test score. This brief offers three relevant insights from research on these placement systems.
Adapting the Evidence for 2020 and Beyond
MDRC has studied a number of strategies for helping students stay in college and succeed there. Lessons from some of these models may be readily adapted to support students and close equity gaps now and after the COVID-19 pandemic. This Issue Focus offers three lessons taken from MDRC’s evaluations.
Expanded eligibility guidelines and flexible funding options can support wider access to child care during the COVID-19 emergency, but only if parents and child care workers know how to navigate them. Agencies can use behavioral science research insights to make communications clear and concise and simplify the application process.
Toward Better College Completion Rates
MDRC has developed a body of rigorous evidence on interventions designed to help low-income college students succeed. This issue brief draws six lessons from that work for colleges and policymakers as they seek to improve college completion rates.
A Study of a Transition Program Serving Students with Low Math Skills at a Community College
A four-week course to prepare students for developmental-level math did not attract many students who were referred to it. While some participants gained needed skills, most did not complete the course or move on to developmental math, and communication about the course among staff, faculty, advisors, and students was inconsistent.
Home Visiting and Coordinated and Integrated Early Childhood Systems
Funders at all levels are investing in programs to support expectant parents and families with young children. MDRC is conducting research in that field in three areas: integrating systems of services that work together, getting families and children the right services, and building evidence about promising models.
Three-Year Results from the Accelerated Study in Associate Programs (ASAP) Ohio Demonstration
This report presents findings through three years from a replication of the City University of New York Accelerated Study in Associate Programs model at three community colleges in Ohio. The Ohio programs nearly doubled degree receipt through three years and led to an increase in transfers to four-year colleges.
Early Findings from an Experimental Study of Multiple Measures Assessment and Placement
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.