The Male Student Success Initiative is a program at the Community College of Baltimore County designed to support male students of color throughout their academic journey, leading ultimately to graduation or transfers to four-year institutions. This brief describes the program and introduces MDRC’s evaluation of it.
Using Data to Analyze Enrollment Drop-Off
The August 2019 In Practice blog post offers tips for programs to ensure that the participants they recruit, actually enroll. In this post, we examine some key lessons from MDRC’s evaluation of the WorkAdvance project to help turn program recruits into program success stories.
Findings from a Study of the Career Readiness Internship Program
Work-based learning opportunities vary widely across colleges and are rarely evaluated. Through the Career Readiness Internship (CRI) program, 33 colleges provided large numbers of low-income students with valuable career-focused internship experiences, and employers generally viewed the program positively. Nevertheless, CRI was difficult to maintain after its grant period ended.
Two-Year Findings from the ASAP Ohio Demonstration
The highly successful Accelerated Study in Associate Programs (ASAP), developed by the City University of New York, has been shown to nearly double graduation rates after three years. This brief presents results after two years from a replication of ASAP at three community colleges in Ohio.
A Case Study of Lorain County Community College’s Comprehensive Student Success Program
In 2014, Lorain County Community College launched Students Accelerating in Learning (SAIL), a comprehensive student success program that is substantially improving persistence and graduation rates among low-income students. This brief describes the steps Lorain took to fund and institutionalize SAIL that are now making it easier to sustain the program.
Findings from Three New Studies of Youth Employment Programs
Over four million young people in the United States are “disconnected,” meaning they are not in school and are not working. In the past few months, studies of three programs aimed at such young people have released new findings. This brief discusses these findings and their implications.
This paper reports outcomes for community college students who took modularized, self-paced, computer-assisted, remedial math courses with outcomes of students who took “traditional” (that is, mostly lecture-based) classes. Modularized courses were no more (or less) effective than traditional courses at helping students complete their developmental math requirements.
An Implementation and Early Impacts Report
Early findings show that using multiple measures to assess college readiness reduces the number of students placed in remedial classes and increases the number who enroll in and complete college-level math and English.
Final Impacts and Costs of New York City’s Young Adult Internship Program
This report presents 30-month impacts from a random assignment evaluation of a program that subsidized employers to offer temporary paid jobs to young people who were disconnected from school and work in New York City. After 30 months, program enrollees and nonenrollees fared similarly, with the former slightly more likely to report employment.
A Guide to Launching a Multiple Measures Assessment System
To address underplacement, in which students who could succeed in college-level courses are directed into developmental education, community colleges have begun supplementing the typical placement test with measures like high school GPA and noncognitive assessments. This guide walks colleges through the process and pitfalls of undertaking this kind of reform.