This “snapshot,” published by the National High School Center, explains how Thomas A. Edison High School in Philadelphia implemented a Ninth-Grade Success Academy.
This policy brief, published by the National High School Center, focuses on five key challenges that states, districts, and schools should address to support a successful transition into high school.
The Employment Retention and Advancement Project
A random assignment evaluation of a voluntary postemployment program for workers who recently left welfare shows participants had increased employment and earnings during the first two years of follow-up.
This issue brief, published by the National High School Center, suggests that transitions into high school can be eased when both structural and specialized curricula reforms are in place.
In his testimony before the House Ways and Means Subcommittee on Income Security and Family Support, MDRC President Gordon Berlin argues that the most direct way to alleviate poverty is to tackle the legacy of falling wages, particularly for men with less education.
This report published by the UK Department for Work and Pensions presents encouraging findings on the early effects of Britain’s Employment Retention and Advancement (ERA) Demonstration. Aimed at helping low-income individuals sustain employment and progress in work, ERA offers a combination of job coaching and financial incentives to participants once they are working.
MDRC’s research on Career Academies, First Things First, Project GRAD, and Talent Development suggests that the twin pillars of high school reform are structural changes to improve personalization and instructional improvement.
Findings and Lessons from First Things First
First Things First, a comprehensive school reform initiative, increased student achievement in Kansas City, Kansas, the first school district to adopt the reform model. It is not yet clear if First Things First is working in four other school districts in which it has been replicated.
Early results are mixed for Employment Retention and Advancement project programs in four sites, but programs in two sites appear to help some welfare recipients work more steadily and advance to higher-paying jobs.
Evidence from the Talent Development High School Model
Talent Development, a high school reform initiative, produced substantial positive effects on attendance, academic course credits earned, tenth-grade promotion, and algebra pass rates for students in very low-performing schools in Philadelphia.