A voluntary program in San Francisco arranged interviews for disadvantaged job-seekers and offered employers temporary wage subsidies to hire them. This study analyzes the one-year, per person program costs and the cost of non-program services, including education and training. The analysis indicates that the program was likely cost-beneficial from society’s perspective.
This study analyzes the per person cost of a subsidized employment program for enrollees in Minnesota’s Temporary Assistance for Needy Families who could not otherwise find employment, and the costs of other services that all sample members may have received. The program’s primary goal was to move participants into unsubsidized employment.
How CUNY Start Reshaped Instruction for Students Referred to Developmental Mathematics
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.
Rationale, Sites, and Research Design
Launched in 2007 by MDRC and the National Center for Postsecondary Research, the Learning Communities Demonstration is testing models of this promising approach in six community colleges in five states. This report describes the research design, including information about the colleges and their models, the random assignment process, data sources, analysis plans, and reporting schedule.
Lessons from Research on Welfare Training Programs and Two Promising Community College Strategies
This working paper, prepared for a conference sponsored by the Federal Reserve Bank of Chicago, reviews what is known about education acquisition by low-wage workers and highlights promising strategies being tested at several community colleges.