The transition to adulthood for youth with disabilities, particularly youth receiving disability program benefits, can be especially challenging. The Youth Transition Demonstration, led by Mathematica Policy Research, MDRC, and TransCen, Inc., is developing and evaluating six promising strategies to help youth with disabilities become as economically self-sufficient as possible as they transition from school to work.
Engaging Low-Wage Workers in Career Advancement
The Work Advancement and Support Center (WASC) demonstration offers a new approach to helping low-wage and dislocated workers advance by increasing their wages or work hours, upgrading their skills, or finding better jobs. This report presents preliminary information on the effectiveness of strategies that were used to attract people to the WASC program and engage them in services.
A Case Study of Three Achieving the Dream Colleges
This report examines the experiences of three of the 83 colleges currently involved in the Achieving the Dream: Community Colleges Count project, an initiative of Lumina Foundation for Education, and their efforts to improve instruction in developmental education classrooms.
A Guide for Practitioners Based on the Jobs-Plus Demonstration
This guide contains practical advice on implementing a program model — known as the Jobs-Plus Community Initiative for Public Housing Families (Jobs-Plus) — aimed at helping public housing residents find and keep jobs.
A Final Report to the Funders
In 2000, The California Endowment and The Rockefeller Foundation launched the California Works for Better Health initiative, which brought together grantee agencies in four California regions — Fresno, Los Angeles, Sacramento, and San Diego — to form collaboratives that were charged with raising the level and quality of employment in targeted communities, with the ultimate goal of improving the health of workers and their families.
Findings from an Evaluation of the Formative Assessments of Student Thinking in Reading (FAST-R) Program in Boston Elementary Schools
This report contains findings from an evaluation of a program in the Boston Public Schools that seeks to improve reading instruction and student learning through one type of data-driven instruction. The program provides teachers with formative assessments that they can use to measure what students do and do not know, along with professional development on how to understand and use the data generated by those assessments. The study looks at FAST-R’s effects on reading scores among third- and fourth-graders.
Implementation and Early Impacts of an Employer-Based Approach to Encourage Employment Retention Among Low-Wage Workers
An on-site program at long-term nursing care facilities had little effect overall on retention of low-wage employees, aside from a small increase in retention in the short term and among subgroups with particularly high turnover rates.
This report presents findings from the second year of the Enhanced Reading Opportunities (ERO) study, a demonstration and random assignment evaluation of two supplemental literacy programs — Reading Apprenticeship Academic Literacy and Xtreme Reading — that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers.
In a speech before the Association for Public Policy Analysis and Management Conference on November 7, 2008, Judith M. Gueron, President Emerita and Scholar in Residence at MDRC, accepted the Peter H. Rossi Award for Contributions to the Theory or Practice of Program Evaluation.
Strategies for Improving High Schools
This report offers lessons from a conference sponsored by MDRC, the Council of the Great City Schools, and the National High School Alliance, which brought together leaders from 22 midsize school districts to describe their reform initiatives and to discuss ways in which research and evaluation can inform and complement school change.