In NYC P-TECH Grades 9-14 schools, students take an integrated sequence of high school and college courses with the goal of completing both high school and college, while simultaneously being exposed to hands-on work experiences. This infographic describes the model and introduces MDRC’s evaluation of it.
An Implementation and Early Impacts Report
Early findings show that using multiple measures to assess college readiness reduces the number of students placed in remedial classes and increases the number who enroll in and complete college-level math and English.
Current Policy, Prominent Programs, and Evidence
This paper reviews the available evidence supporting various types of career and technical education programs, touching on both the amount of evidence available in each area and its level of rigor.
A Guide to Launching a Multiple Measures Assessment System
To address underplacement, in which students who could succeed in college-level courses are directed into developmental education, community colleges have begun supplementing the typical placement test with measures like high school GPA and noncognitive assessments. This guide walks colleges through the process and pitfalls of undertaking this kind of reform.
Testimony of Alexander Mayer, Deputy Director, Postsecondary Education, MDRC, Before the New Jersey State Assembly Higher Education Committee
On May 7, Alex Mayer discussed the challenge of developmental education for low-income college students in New Jersey and nationwide, citing recent innovations and growing evidence about what works to overcome barriers to college success. The strongest programs integrate several strategies, combining opportunity and obligation to address multiple student barriers.
Implementation and Outcome Findings for the AVID Central Florida Collaborative Study
Implemented in eight secondary schools and a local college, this program was designed to build students’ college preparedness by training instructors in shared teaching strategies and best practices, strengthening academic rigor in the classroom, and promoting collaboration and consistency in teaching and study strategies across grades and schools.
Testimony Before the California State Assembly Higher Education Committee and the Budget Subcommittee on Education Finance
On February 6, Alex Mayer, MDRC’s Deputy Director of Postsecondary Education, explained to members of two California State Assembly committees that combining and integrating evidence-based strategies to address multiple factors can be highly effective in improving completion rates among low-income college students.
Graduation By Design
Most community college students enroll in fewer than 15 credits per semester, making it nearly impossible for them to graduate in two years. Many also struggle academically. This infographic describes how the Finish Line project will attempt to use behavioral science to address these issues and thereby improve graduation rates.
This issue focus discusses the conclusions of a recent MDRC working paper, Project-Based Learning: A Literature Review. The paper found that project-based learning holds promise for improving students’ outcomes but that much remains to be learned about its effectiveness and about how its implementation can be strengthened.