This report from the national Employment Retention and Advancement Project demonstrates that low-income single-parent and two-parent families have a roughly equivalent need for services to support employment retention and advancement and that this need does not differ substantially between men and women in two-parent families.
An important first hurdle for voluntary programs is recruiting and retaining eligible participants. This report describes how ten Supporting Healthy Marriage programs focused on developing effective marketing strategies, keeping couples engaged in the program, and building management systems. These efforts resulted in encouraging early levels of participation by low-income couples.
The Impact of Supplemental Literacy Courses for Struggling Ninth-Grade Readers
Over the course of ninth grade, two supplemental literacy courses modestly improved students’ reading comprehension skills and helped them perform better academically in their course work. However, these benefits did not persist in the following school year, when students were no longer receiving the supplemental support.
How New York City’s New Small Schools Are Boosting Student Achievement and Graduation Rates
Taking advantage of lottery-like features in New York City’s high school admissions process, this study provides rigorous evidence that new small public high schools are narrowing the educational attainment gap and markedly improve graduation prospects, particularly for disadvantaged students.
What Do We Know and What Do We Need to Know?
This working paper, prepared for a conference sponsored by the Institute for Research on Poverty at the University of Wisconsin-Madison, reviews evidence about the effectiveness of two strategies to strengthen family relationships and fathers’ involvement with their children: fatherhood programs aimed at disadvantaged noncustodial fathers and relationship skills programs for parents who are together.
High Schools and Their Characteristics, 2002-2008
This report examines the sweeping transformation of New York City’s public high school system — the nation’s largest — during the first decade of the twenty-first century, when nearly 200 new small high schools were created. Two companion reports focus on the role of intermediaries in this reform effort and provide case studies of six schools.