Even before the COVID-19 crisis, early care and education providers faced challenges attracting and retaining qualified, well-trained, and diverse early educators — and staff turnover can affect children’s early progress. Three approaches may help improve these workers’ access to professional education, their overall economic well-being, and their sometimes difficult working conditions.
Lessons from Two Decades of Research and Technical Assistance
Colleges support students with academic and other types of advising, counseling, or coaching. Some schools enhance those services by reducing adviser caseloads and providing more comprehensive, frequent guidance, which can improve students’ semester-to-semester retention and average credits earned. This brief describes important lessons on designing and implementing those services.
Early Implementation Findings from a Study of the Male Student Success Initiative
Men of color complete college at lower rates than their fellow students. To help overcome this gap, many colleges have programs offering academic and social support to male students of color. This report summarizes MDRC’s evaluation of one such program at the Community College of Baltimore County.
A college degree remains critical to unlocking opportunity and to accessing America’s middle class, yet millions of students who pursue higher education never earn degrees. This memo, produced with Results for America, draws lessons and policy implications from two decades of rigorous research in postsecondary institutions focused on addressing this problem.
In this commentary, originally published in Community College Daily, President Marcia Ballinger of Lorain County Community College describes how Lorain’s comprehensive student success program, SAIL, has persevered during the pandemic — and offered lessons for school’s overall response to COVID-19.
What States and Colleges Need to Know
Colleges, researchers, and advocates believe innovation and change are needed in developmental (remedial) education, because developmental courses have low success rates and because many of their students ultimately drop out. This brief summarizes research on developmental education and provides summaries of findings and implications for state and college practices.
Children in low-income communities are less likely than others to attend programs that improve kindergarten readiness. MDRC has identified two ways to promote more equitable access: Make information about existing high-quality programs easier to understand and improve quality by investing in curricula and professional development.
More children spend time in preschool now than a decade ago, but not all of them get educational programs of the same quality. This brief explores how to put new classroom curricula in place across multiple schools to bolster classroom quality, instructional practices, and children’s skills.
Rapid Innovation and Ideas for the Future
The pandemic has exacerbated postsecondary education issues in rural areas that have affected students and communities for decades, such as the lack of adequate broadband infrastructure. In response, educators are developing innovative strategies that may be applicable to all institutions, not just those with a preponderance of rural students.
What We Know and What We Are Learning
MDRC is leading several studies that measure the quality of early childhood education classrooms in innovative ways. This policy brief focuses on instructional quality, highlighting promising practices that seek to promote school readiness and sustained academic success among low-income children.