When COVID-19 upended normal operations at STRIVE, a workforce development nonprofit founded in New York, the Center for Applied Behavioral Science at MDRC documented the agency’s real-time innovations that allowed it to continue serving clients during the crisis. Greg Wise, STRIVE’s National Vice President, shared a first-hand account of the transition.
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.
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.
What Do We Know and What Are We Learning?
There is growing evidence that alignment between preschool and elementary school can help sustain the learning gains that children make in preschool. A new policy brief examines two large-scale, multiyear projects seeking to build rigorous evidence about the promise of aligning instruction from preschool through third grade.
Engagement in New York City’s Kindergarten Application
Parents applying to kindergarten today must follow multiple steps. Identifying families who do not apply can help a school system improve its application process and can help it target families who need support. MDRC partnered with the New York City Department of Education to conduct this sort of diagnosis.
Assessment-to-Instruction (A2i) is a data-driven professional support system that helps teachers tailor instruction for each child. When delivered with intensive in-person training, it is effective at improving students’ reading ability. This Issue Focus introduces the evaluation of a delivery model that uses technology to make the system more affordable.
Findings from a Study of Teach For America’s Summer Institutes
In summer 2016, TFA piloted a redesigned training model for its teachers that incorporated college- and career-ready standards and methods. This study examined how the new model was implemented at one TFA site and how it compared with the usual TFA training at other sites.
The Experience of a New Program for Young People Involved in the Juvenile Justice System
STRIVE International engaged MDRC to help the organization improve a new program model aimed at increasing educational attainment and employment of young adults involved in the juvenile justice system. This Issue Focus describes the partnership and offers advice to organizations implementing new programs on how to build evidence of effectiveness.
Insights from the LATIDO Roundtable
Latinos are enrolling in California colleges in rising numbers, but their outcomes lag behind those of white students. The Latino Academic Transfer and Institutional Degree Opportunities project is examining the approaches taken by Hispanic-Serving Institutions in California to improve the rates at which they transfer to universities and complete college.