Part I of this two-part post discussed MDRC’s work with practitioners to construct valid and reliable measures of implementation fidelity to an early childhood curriculum. Part II examines how those data can reveal associations between levels of fidelity and gains in children’s academic skills.

Frequent advising seems to help struggling students, but advisers’ time is limited; could technology make a difference? This study examines the effects of three institutions’ efforts to expand the use of advising technologies and to use administrative and communication strategies to increase student contact with advisers.

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.

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.