Even before the COVID-19 crisis, early care and education providers faced challenges attracting and retaining qualified, well-trained, and diverse early educators — and staff turnover can affect children’s early progress. Three approaches may help improve these workers’ access to professional education, their overall economic well-being, and their sometimes difficult working conditions.
More children spend time in preschool now than a decade ago, but not all of them get educational programs of the same quality. This brief explores how to put new classroom curricula in place across multiple schools to bolster classroom quality, instructional practices, and children’s skills.
In this commentary, originally published in Community College Daily, President Marcia Ballinger of Lorain County Community College describes how Lorain’s comprehensive student success program, SAIL, has persevered during the pandemic — and offered lessons for school’s overall response to COVID-19.
Findings from a Study of Teach For America’s Handoff Program
This study evaluated TFA’s initiative to better align its regional in-service training during the school year with its national pre-service summer teacher training, which emphasized a productive learning environment and diversity, equity, and inclusiveness. Teachers who received more in-service training in those national components adopted more culturally relevant classroom practices.
In this commentary, which originally appeared in Spotlight on Poverty and Opportunity, MDRC’s Alex Mayer and Alyssa Ratledge describe evidence-backed strategies that colleges can employ this fall to help students stay engaged.
Supporting Teachers’ Use of Technology for Remote Instruction
As the need for distance learning in some form continues due to COVID-19, lessons from an intervention that integrates technology coaching into a curriculum can help schools create support structures for teachers adopting new digital tools and could lead to significant gains in student learning.
This paper summarizes ASAP’s long-term effects and the educational investment in students associated with its services. The program helped students graduate faster, boosted graduation rates by 30 percent, and increased the financial aid students received.
Adapting the Evidence for 2020 and Beyond
MDRC has studied a number of strategies for helping students stay in college and succeed there. Lessons from some of these models may be readily adapted to support students and close equity gaps now and after the COVID-19 pandemic. This Issue Focus offers three lessons taken from MDRC’s evaluations.
Interim Implementation and Impact Findings from New York City’s P-TECH 9-14 Schools
This report evaluates a program focused on preparing students for college and career. Based on partnerships among high schools, community colleges, and employers, the program offers accelerated high school course work, early college, and work-based learning experiences. The findings suggest that students are meeting the benchmarks they need to succeed.
A Study of a Transition Program Serving Students with Low Math Skills at a Community College
A four-week course to prepare students for developmental-level math did not attract many students who were referred to it. While some participants gained needed skills, most did not complete the course or move on to developmental math, and communication about the course among staff, faculty, advisors, and students was inconsistent.