In this commentary originally published in the Albany Times-Union, Rachel Rosen makes the case that New York State should build on its investment in P-TECH 9-14 schools to help young people launch careers in the growing green-energy economy.
Dual Enrollment Impacts from the Evaluation of New York City’s P-TECH 9-14 Schools
The New York City P-TECH 9-14 model offers accelerated high school course work, early college, and work-based learning experiences. P-TECH students are 30 percentage points more likely to take college courses in high school than comparison group students. They also earn 6.4 more college credits by the end for their fourth year.
Interim Implementation and Impact Findings from New York City’s P-TECH 9-14 Schools
This report evaluates a program focused on preparing students for college and career. Based on partnerships among high schools, community colleges, and employers, the program offers accelerated high school course work, early college, and work-based learning experiences. The findings suggest that students are meeting the benchmarks they need to succeed.
Results from the Evaluation of PACE Center for Girls
PACE provides academic and extensive social services in a gender-responsive environment to girls at risk of juvenile justice system involvement. Over a one-year period, PACE increased school enrollment and attendance, as well as girls’ likelihood of being “on track” academically.
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 Study of the PACE Center for Girls
To serve at-risk girls, PACE provides academic and social services in a gender-responsive environment, focusing on safety, relationships, and girls’ individual strengths while accounting for the effects of trauma. The program offers low staff-to-student ratios, counseling and case management, and a life skills curriculum targeted to girls.
Evidence from the Evaluation of the PACE Center for Girls
Born out of research showing that girls and boys have different risk factors and pathways into the justice system, gender-responsive programs focus on girls’ unique needs and strengths. This brief summarizes the developing research on their effectiveness and describes how one program enacts the principles in its service delivery.
An Evaluation of SEED DC
The nation’s first public, urban, college-prep boarding school emphasizes academic excellence and personal development. A six-year evaluation using SEED’s admission lotteries found that SEED DC raised lottery winners’ test scores but did not increase the on-time graduation rate or reduce teen pregnancy or involvement in the criminal justice system.
An Introduction to an Evaluation of the PACE Center for Girls
Girls at risk of delinquency have a different profile from that of boys. PACE uses a “gender-responsive” model of education and counseling services, taking into account how girls develop and respond to trauma. This study will evaluate the program’s implementation in 14 centers, its costs, and its impacts on girls.
The Youth Transition Demonstration identified and tested service strategies, combined with waivers of certain Social Security Administration program rules to enhance work incentives, to help youth with disabilities maximize their economic self-sufficiency as they transition to adulthood.