The Youth Transition Demonstration, led by Mathematica Policy Research, MDRC, and TransCen, Inc., is developing and evaluating strategies to help youth with disabilities transition from school to work. The Broadened Horizons program had positive impacts on paid employment and income but no effect on school enrollment or high school completion.
The Youth Transition Demonstration, led by Mathematica Policy Research, MDRC, and TransCen, Inc., is developing and evaluating strategies to help youth with disabilities transition from school to work. While participants in the Career Transition Program were more likely to have used employment-promoting services than youth in a control group, there were no impacts on work, income, or school completion.
The Youth Transition Demonstration, led by Mathematica Policy Research, MDRC, and TransCen, Inc., is developing and evaluating strategies to help youth with disabilities transition from school to work. A program in West Virginia produced positive impacts on paid employment, earnings, and income but no effects on school enrollment or high school completion or on cessation of disability benefits.
Two reports offer findings on the effectiveness of learning communities, a popular strategy that places small cohorts of students together in two or more thematically linked courses, usually for a single semester, with added support, such as extra advising or tutoring.
A Synthesis of Findings from Six Community Colleges
This report looks at the short-term impacts of 174 one-semester learning communities for developmental students at six community colleges. On average, the programs produced a modest impact on credits earned.
Six-Year Effects of a Freshman Learning Community Program at Kingsborough Community College
Students who participated in a one-semester learning community, in which small groups of student took three linked classes together and received other extra services, were more likely to have graduated six years later. The program also proved to be cost-effective.
Using an alternative to classical statistics, this paper reanalyzes results from three published studies of interventions to increase employment and reduce welfare dependency. The analysis formally incorporates prior beliefs about the interventions, characterizing the results in terms of the distribution of possible effects, and generally confirms the earlier published findings.
Early Results from an Evaluation of Accelerated Study in Associate Programs (ASAP) for Developmental Education Students
The City University of New York’s ASAP program requires full-time attendance and offers comprehensive supports to community college students for three full years. Early results from a random assignment study show that ASAP increases credits earned, full-time enrollment, and completion of developmental (or remedial) coursework.
Final Results of the Hard-to-Employ Demonstration and Evaluation Project and Selected Sites from the Employment Retention and Advancement Project
Impact Studies at Merced College and The Community College of Baltimore County
Two colleges implemented semester-long learning communities linking developmental English with a range of other courses. At Merced, learning communities students earned more developmental English credits and passed more English courses than a control group. At CCBC, there were no meaningful impacts on students’ credit attempts or progress. Neither college’s program had an impact on persistence or on cumulative credits earned.