In this commentary published by Spotlight on Poverty, MDRC President Gordon Berlin makes the case for creating a more flexible safety net that continues to reward work when jobs are plentiful, provides employment to poor families when jobs disappear, and begins to address the problem of stagnant wages at the low end of the labor market.
The Effects of New York City’s Conditional Cash Transfer Program
What happens if parents and their teenagers are offered cash incentives if the teens go to school and pass their exams? Teens spend more time on academically oriented activities but are no more likely to be engaged in school. Parents save more for college. Surprisingly, teens are less likely to engage in risky behaviors.
Bridging the Gap between High School and College in Tacoma, Washington
Getting Ready for Success provides low-income students in Tacoma with academic and social supports and monetary incentives during the late high school and early college years to increase their motivation and ability to succeed in college.
An Impact Study of Eight Developmental Summer Bridge Programs in Texas
Eight developmental summer bridge programs offered accelerated and focused learning opportunities for entering college students with low skills in Texas. An evaluation shows positive impacts on introductory college-level course completion in math and writing, which faded by the end of two years. The programs had no impact on persistence or the average number of credits students attempted or earned.
Final Results of the Hard-to-Employ Demonstration and Evaluation Project and Selected Sites from the Employment Retention and Advancement Project
This policy brief, developed by the Urban Institute for the federal Administration for Children and Families, summarizes research on strategies that can increase TANF recipients’ and other low-income adults’ engagement and persistence in postsecondary education and training and boost their earnings.
A rigorous study that takes advantage of lottery-like features in New York City’s high school admissions process demonstrates that new small public high schools that are open to students of all academic backgrounds have substantial impacts on rates of graduation with Regents diplomas for every disadvantaged subgroup of students that was examined.