Publications

State higher education funding is strongly linked with college completion. However, states often distribute funding inequitably, providing fewer resources to institutions that predominantly serve students of color and those with low incomes. This brief explores “state finance equity audits,” which states can use to assess and correct inequities in funding.

College students who enroll full time directly after high school are often considered “traditional.” But their experience is not the norm—a large proportion of undergraduate students are older than 24, work full time, or have children. This brief shares recommendations for helping these “posttraditional” learners succeed. 

Poverty in childhood can affect health, social and behavioral functioning, and cognitive, academic, and educational outcomes. Yet little is known about how children view their experiences of poverty. This brief summarizes findings from interviews with children and adolescents about their perceptions of wealth, economic inequality, and their own poverty experiences.

Homeboy Industries’ (HBI) experience implementing a new data system was described in an earlier InPractice post. This post examines the complexities and challenges that must be addressed before successful implementation can take place, and how HBI managed that change process.

In this commentary originally published in The Hechinger Report, Meghan McCormick and JoAnn Hsueh explain how the surprising findings from a study of the Tennessee state-run, voluntary pre-k program highlight the need to collect better data so we can understand what really works.

A large proportion of students in public colleges are assigned to developmental education, which is intended to prepare them for college-level courses. However, research suggests that colleges’ typical developmental education policies may hinder students’ academic progress. Here are three recommendations for reforming developmental education based on a decade of research. 

This is the fifth in a series of briefs highlighting strategies to increase educational equity by addressing students’ social and emotional needs. It describes strategies that school systems are using to increase students’ sense of school belonging and connectedness.

Multiple measures assessment is a more reliable method than a single placement test to assess whether incoming students have the literacy and numeracy skills required for college-level courses. This brief summarizes the research on multiple measures assessment and offers recommendations for states interested in its implementation.

How does your organization keep track of its progress toward meeting key performance benchmarks? In this edition of InPractice, we share a few tips on how to use staff meetings to make sure your team is staying on-target.

Research suggests that pretrial policy reforms supporting arrested individuals’ release pending trial—unless evidence shows they will not return to court or they pose a threat to public safety—have positive results. This post discusses several policies that were established to prevent the overuse of pretrial detention.

Ensuring equitable access to high-quality pre-K requires being able to measure quality, particularly at a large scale. This brief describes existing, widely used measures of pre-K quality and their limitations, examines some of the newer measurement work being developed, and discusses future directions for the field.

Career pathways programs, which offer education and training in targeted industry sectors, have emerged as a strategy colleges can use to help people earn credentials and obtain jobs with family-sustaining wages. This brief offers recommendations drawn from rigorous research for how states and colleges can implement effective career pathways programs. 

This brief presents results from a proof-of-concept exercise that examined the potential benefits of using predictive analytics to improve service delivery by Child First, a program that provides therapeutic support to families with young children. The information may be useful for other organizations interested in implementing these cutting-edge tools.

Incorporating the perspectives of early childhood educators is key to strengthening pre-K assessment systems. In this piece originally published by New America, Meghan McCormick offers insights from pre-K teachers about how to make assessments more equitable, relevant, and useful.

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.

In this commentary originally published by The Crime Report, Melanie Skemer and Sarah Picard discuss how recent media coverage about the relationship between New York State’s bail reform and an uptick in crime has been misleading, particularly in using newly released data to conflate bail reform with a program called supervised release.

This is the fourth in a series of briefs highlighting strategies to increase educational equity by addressing students’ social and emotional needs. It describes how three school systems are moving toward whole-system approaches focused on healing, prevention, and cultivating psychologically safe and supportive environments for all.

An accompanying brief describes how three school systems are moving toward whole-system approaches focused on healing, prevention, and cultivating psychologically safe and supportive environments. This companion brief provides advice from leaders in two of those systems for others who may want to a develop a system-wide vision for such practices.

Research demonstrates that states and colleges can dramatically increase graduation rates, despite the considerable hurdles many students face. This brief shares recommendations based on one of the strongest bodies of evidence in higher education: research on multiyear programs that combine high-intensity advising, financial aid, and real-time data.

Meta-analyses pool results from multiple published studies to determine the likely effect of a type of intervention. This post discusses a kind of selection bias that can typically lead meta-analyses to overestimate longer-term effects for a range of interventions under consideration.