When COVID-19 upended normal operations at STRIVE, a workforce development nonprofit founded in New York, the Center for Applied Behavioral Science at MDRC documented the agency’s real-time innovations that allowed it to continue serving clients during the crisis. Greg Wise, STRIVE’s National Vice President, shared a first-hand account of the transition.
Lessons on Adapting Interventions for Young People Experiencing Homelessness or Systems Involvement
Young people who experience homelessness or involvement in foster care or justice systems face unique challenges. The Learn and Earn to Achieve Potential (LEAP)TM initiative aims to help this population reach its full potential. An MDRC evaluation of two programs adapted by 10 LEAP grantees will contribute knowledge to this field.
A First Look at Effects on Postsecondary Persistence and Labor Market Outcomes
Four years after scheduled graduation, students from small high schools of choice, which have nonselective admissions and serve many disadvantaged students, were more likely to be enrolled in postsecondary education and to be participating in “productive activity” (being in college, being employed, or both) than their control group counterparts.
Learn and Earn to Achieve Potential (LEAP) is an initiative to help young people who have been involved in the foster care or juvenile justice systems, or who are homeless. This brief provides details on the models in LEAP and the young people participating, and offers some early implementation findings.
The Experience of a New Program for Young People Involved in the Juvenile Justice System
STRIVE International engaged MDRC to help the organization improve a new program model aimed at increasing educational attainment and employment of young adults involved in the juvenile justice system. This Issue Focus describes the partnership and offers advice to organizations implementing new programs on how to build evidence of effectiveness.
The Workforce Innovation and Opportunity Act (WIOA) emphasizes targeting out-of-school youth with training and services that are employer driven and linked to labor market demand. Drawing upon available research and on-the-ground experience, this paper summarizes existing knowledge that can guide implementation of key WIOA provisions for serving out-of-school youth.
MDRC’s Projects in Math for Low-Income Students, from Preschool to College
In our increasingly technological world, developing basic math skills is crucial. What can be done to promote more effective math education? This two-page issue focus describes a number of MDRC projects — from preschool to postsecondary education — that seek to improve the performance of low-income students in math.
A Summary of Impact and Implementation Findings from Head Start CARES
This two-page issue focus summarizes the main findings from Head Start CARES, a test of three distinct classroom-based approaches to enhancing children’s social-emotional development: Incredible Years Teacher Training Program, Preschool PATHS (Promoting Alternative Thinking Strategies), and Tools of the Mind–Play.
Using data from the Head Start Impact Study, this paper examines variation in Head Start effects across individual children, policy-relevant subgroups of children, and Head Start centers. It finds that past estimates of the average effect of Head Start programs mask a wide range of relative program effectiveness.
Exploratory Findings from the Head Start CARES Demonstration
This report suggests that evidence-based approaches can improve 3-year-olds’ social-emotional competence in mixed-age preschool classrooms. While the findings are promising, further research is needed to confirm the results and to better understand how these benefits are generated.