Data can help career and technical education programs refine their models, pinpoint successes, and communicate lessons with funders and stakeholders. Drawing in part on conversations with leaders in the field, this brief outlines four steps programs can take to strengthen their data-collection and measurement activities and develop robust data strategies.
In the spring of 2019, MDRC invited practitioners from innovative career and technical education (CTE) programs to discuss questions of equity. This policy brief summarizes the most common equity challenges that were raised in the discussion, along with ideas that emerged for how to address them.
A First Look at Effects on Postsecondary Persistence and Labor Market Outcomes
Four years after scheduled graduation, students from small high schools of choice, which have nonselective admissions and serve many disadvantaged students, were more likely to be enrolled in postsecondary education and to be participating in “productive activity” (being in college, being employed, or both) than their control group counterparts.
Two Proven Strategies to Boost Summer Enrollment
Summer courses can help students progress to graduation, but most students do not enroll in them. An informational campaign incorporating behavioral science, tested with and without tuition assistance, increased summer enrollment. This brief presents findings from the Encouraging Additional Summer Enrollment (EASE) project following the reinstatement of year-round Pell grants.
Using Behavioral Science to Encourage Postsecondary Summer Enrollment
Community college students who enroll in summer courses are more likely to graduate, but most do not attend during the summer. The Encouraging Additional Summer Enrollment (EASE) project uses insights from behavioral science to encourage more students to enroll in summer. This brief presents EASE’s Phase I findings.
Launching the Drive to Write Program
How do schools encourage students to write more and teachers to offer more comments on student writing? How can schools use technology more effectively to support this shift in instruction? What makes achieving both of these goals difficult? The Drive to Write program tackles these challenges.
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.
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.
Are School Districts Ready to Meet New Federal Goals?
This brief, which draws on data from a large survey of secondary school teachers and principals, discusses how existing evaluation and support systems could be better used to realize the vision of teacher improvement now included in federal law under the Every Student Succeeds Act.
Results from a Partnership Between New Visions for Public Schools and MDRC
A custom-designed intervention aimed to improve New York City high school students’ attendance by using text messaging to send parents daily absence updates and weekly attendance summaries. The rapid-turnaround randomized evaluation found that the short-term intervention did not improve attendance rates during the second semester of the 2015-2016 school year.