MDRC’s Scaling Up Community College Efforts for Student Success (SUCCESS) aims to help more low-income students and students of color graduate by combining proven components into an integrated three-year program. This brief provides an early look at participating states and colleges and how they have aligned SUCCESS with existing initiatives.
MDRC’s initiative Scaling Up Community College Efforts for Student Success (SUCCESS) seeks to improve graduation rates for community college students by helping states and colleges develop large-scale, financially sustainable support programs based on strong evidence. This issue focus provides an overview of the project.
Lessons from the BIAS Project
The Behavioral Interventions to Advance Self-Sufficiency (BIAS) project launched an intervention in California to engage families in a welfare-to-work program and another intervention in New York to encourage low-income single adults without dependent children to attend a meeting about an earnings supplement program intended to provide an incentive to work.
Interim Findings from the Work Rewards Demonstration in New York City
This report presents four-year findings from a test of three interventions: the Family Self-Sufficiency (FSS) program, FSS plus cash work incentives, and cash work incentives alone. FSS+incentives improved employment and earnings among participants who were not working at study entry, but none of the interventions had impacts for participants overall.
Early Lessons from Family Rewards 2.0
This project builds on NYC’s earlier experiment with a conditional cash transfer program to reduce poverty and improve education, health, and employment outcomes. It tests a revised model in the Bronx and Memphis, adding family guidance to modified incentives paid more frequently. Early implementation findings suggest deeper family engagement.
Seven Years Later
This paper presents the long-term effects of a learning communities program. The program’s positive effect on credit accumulation was maintained for seven years, and there is some evidence that graduation rates increased. Economic outcomes are examined, and sobering reflections on detecting effects on economic outcomes in higher education interventions are presented.
Testing a New Approach to Increase Employment Advancement for Low-Skilled Adults
This policy brief discusses a new skills-building model designed to help low-income adults prepare for, enter, and succeed in quality jobs, in high-demand fields with opportunities for career growth. WorkAdvance uses strategies found in sector-based employment programs, combined with career coaching after participants are placed into jobs.
Early Findings from a Program for Housing Voucher Recipients in New York City
Opportunity NYC–Work Rewards is testing three ways of increasing work among families receiving housing vouchers — services and a savings plan under the federal Family Self-Sufficiency (FSS) program, the FSS program plus cash incentives for sustained full-time work, and the cash incentives alone. Early results suggest intriguing positive findings for certain subgroups.
Final Evidence from the UK Employment Retention and Advancement (ERA) Demonstration
The British ERA program’s distinctive combination of post-employment advisory support and financial incentives was designed to help low-income individuals who entered work sustain employment and advance in the labor market. It produced short-term earnings gains for two target groups but sustained increases in employment and earnings and positive benefit-cost results for the third target group, long-term unemployed individuals.
Delivery, Take-Up, and Outcomes of In-Work Training Support for Lone Parents
This report presents new findings from Britain’s Employment Advancement and Retention demonstration, which tested the effectiveness of a program to improve the labor market prospects of low-paid workers and unemployed people. The report assesses whether coaching by advisers and financial incentives encouraged single-parent participants to take and complete training courses and whether training had an impact on their advancement in the labor market.