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 Analysis of the Interaction among Quality-of-Life Indicators from the New Communities Program Evaluation
This paper explores analytic methods that assess the rate at which changes in neighborhood quality of life occur. It looks at correlations among quality indicators over time and the effect of both neighborhood context and conditions beyond the neighborhood, like the Great Recession, identifying which indicators are predictors of others.
Evidence from a Sample of Recent CET Applicants
This working paper examines employment and earnings over a four-year period for a group of disadvantaged out-of-school youth who entered the Evaluation of the Center for Employment Training (CET) Replication Sites between 1995 and 1999. It assesses the importance of three key factors as barriers to employment: lack of a high school diploma, having children, and having an arrest record.