Publications

California State University recently decided not to proceed with a proposal that would have required students to take an additional year of high school math, science, or other quantitative reasoning course for admissions. This commentary describes how MDRC’s analysis of the proposed policy helped inform that decision.

Only a fraction of community college students who plan to transfer to a four-year institution actually do. The Texas Transfer Grant Pilot Program was launched to improve transfer rates and bachelor’s degree attainment. It increased the proportion of students who enrolled in a Texas public four-year institution.

The combination of the COVID-19 pandemic and racial unrest over the last few years has been referred to as the “dual pandemics.” These challenges have contributed to startling college enrollment declines for men of color. This brief shares four strategies that colleges and universities can employ to better support them.

Twenty-first-century skills (also known as noncognitive, employability, or soft skills) are increasingly viewed as essential for favorable outcomes in both education and employment. This infographic outlines practical considerations and recommendations for developing and implementing soft-skills programs, curricula, and instruction in a postsecondary setting.

Roca Baltimore works with young men who have been involved in the justice system and who are at high risk of violence. This report draws on interviews with participants to present a picture of the men Roca Baltimore serves and the ways it works with them.

This document outlines design parameters for child assessment solutions that meet outstanding needs of the early childhood education field. It prioritizes the experiences, strengths, and needs of pre-K educators, families, and children whose perspectives are less often elevated in the design, creation, and validation of measurement and assessment tools.

The Bridge to Finish campaign aims to meet students’ basic needs at nine community colleges and one four-year institution in Washington State. This issue focus describes some features of the Bridge to Finish model that may be helpful to other state systems hoping to implement similar basic-needs programs.

Quality improvement in early care and education often relies on annual classroom observations. This study examined biweekly ratings of classroom quality by teachers’ coaches over six months and found that quality varied over time. The findings suggest that the timing and number of quality ratings should inform program improvement decisions.

How do Head Start programs coordinate family support services and are their practices aligned with each family’s needs and well-being? This report presents case studies of six programs across the country and explores service coordination from multiple perspectives—Head Start staff members, families, and local community service providers.

Complex administrative processes in community colleges can delay graduation. The OnPath project aims to help students navigate those processes more effectively and persist in college. This brief examines OnPath’s use of research evidence and staff members’ perspectives and hands-on knowledge to build and improve college systems that benefit all students.

In this commentary originally published in The Hechinger Report, Rebecca Davis and Shira Mattera describe how investing in universal early assessment is an important approach to help communities meet the specific needs of young children and their families.

To reach policymakers, practitioners, and other important decision makers, MDRC experts authored or coauthored nearly 20 commentaries on evidence-based solutions for a variety of venues last year, including Workshift, Route Fifty, The Crime Report, Community College Daily, the Albany Times-Union, and Early Learning Nation. Here’s a selection.

Schools have long struggled to reengage students who have poor attendance or who drop out—a situation that was exacerbated by the COVID-19 pandemic. During 2021–2022, Communities In Schools introduced the Reengagement Coordinator Initiative, aimed at reengaging high school students who did not reenroll or were chronically absent.

An increased focus on staff well-being has been an unexpected benefit of the challenges brought by the COVID-19 pandemic. MDRC has helped program managers use a variety of tools to support their workers, including self-care plans that individuals can use to assess and address the stress of their jobs.

In place of bail, many jurisdictions are instead releasing people awaiting trial with varying levels of supervision in an effort to ensure that they appear in court and avoid new arrests. This brief compares the relative effectiveness of different intensities of pretrial supervision.

Many jurisdictions use electronic monitoring (the use of electronic devices to monitor people’s locations) and sobriety monitoring (drug and alcohol testing) as alternatives to pretrial detention. Drawing on nonexperimental analyses, this brief reports that neither form of monitoring improves court appearance rates or the avoidance of new arrests.

In 2022, MDRC posted more than 120 publications, videos, and podcast episodes—offering evaluation results, profiles of innovative programs, and evidence-backed advice for policymakers and practitioners. Here are 15 of the most popular.

This report from the Research Alliance for New York City Schools and MDRC examines the impact of 37 CTE-dedicated high schools in New York City on a range of outcomes, including academic engagement, high school graduation, and college enrollment.

The Temporary Assistance for Needy Families (TANF) Data Collaborative Pilot Initiative, a component of the TANF Data Innovation project, offered technical assistance and training to eight state and county TANF programs, profiled here, in the routine use of TANF and other administrative data to inform policy and practice.

The SUCCESS project aims to improve college completion rates for traditionally underserved students at community and broad-access colleges. This brief highlights the experiences of students 25 years or older in four SUCCESS colleges. The findings suggest how programmatic and institutional structures may promote or hamper student success for this population.