Evidence First

Improving outcomes for community college students has long been the focus of rigorous research studies by MDRC and others. Through a project called The Higher Education Randomized Controlled Trial, or THE-RCT, MDRC has created a broadly accessible database that compiles student-level data from all MDRC’s randomized controlled trial evaluations of postsecondary education programs. Researchers are able to use the database to conduct analyses across studies to answer important questions about the effectiveness of different higher education interventions. THE-RCT is supported by Arnold Ventures and the Institute of Education Sciences at the U.S. Department of Education. In this episode, Leigh Parise talks with Michael Weiss, a Senior Fellow in MDRC's Postsecondary Education policy area, about how MDRC has used this database, how other researchers can access it, and how MDRC is encouraging colleagues to contribute their own studies to THE-RCT.

A growing body of research shows that comprehensive student support programs can increase graduation rates for students from low-income backgrounds and students of color. But what do these programs look like on the ground? And what are the experiences of students participating in them? In this episode, Leigh Parise talks with students and staff from Ivy Tech Community College in Bloomington, Indiana about SUCCESS, a student support program that offers personalized advising and financial incentives and emphasizes data-driven program management. Ivy Tech Community College in Bloomington is one of 13 colleges across five states participating in MDRC’s Scaling Up College Completion Efforts for Student Success (SUCCESS), which aims to increase degree completion through the implementation of comprehensive support programs based on strong evidence.

Too many people in the United States struggle to achieve economic mobility. With the COVID-19 pandemic hitting vulnerable populations the most, gaining financial stability became even harder. Workforce programs that focus on helping people find jobs may not be enough to advance in the labor market, especially for people facing additional barriers to success. The MyGoals for Employment Success program offers a unique coaching model that concentrates on developing executive skills—like emotional control, stress tolerance, time management, and organization—to help participants successfully navigate the labor market, acquire occupational credentials, perform well at a job, and advance at work. In this episode, Leigh Parise talks with two MyGoals coaches, Shirley McGee from the Houston Housing Authority and Ashley Coston from the Housing Authority of Baltimore, about the challenges the participants and coaches face and the benefits the program offers to the participants.

Programs that combine employment services with substance use disorder (SUD) treatment and recovery services have faced unprecedented challenges in the COVID-19 pandemic, including increased substance misuse and overdose, dramatic increases in unemployment, and the need to quickly shift to virtual service provision. In partnership, MDRC, Abt Associates, and MEF Associates learned how some of these SUD treatment programs adapted their services early in the pandemic in response to these challenges [ link to the brief]. MDRC recently released a brief on responses to COVID-19 by seven SUD treatment programs across the country. The brief was written as part of the Building Evidence on Employment Strategies Project, or BEES, funded by the Administration for Children and Families in the U.S. Department of Health and Human Services. In this episode, Leigh Parise talks with researchers Karin Martinson from Abt Associates and Susan Scrivener from MDRC about the key findings from the brief. They are joined by Matthew

Work-based learning opportunities, like internships and apprenticeships, are a critical component to many career and technical education programs. They can help participants develop critical skills for in-demand careers. The abrupt shift to virtual education caused by the pandemic hit these programs especially hard. In this episode, Leigh Parise talks with Hannah Dalporto, a research associate at MDRC, who recently cowrote a piece about how employers and trainers have been adapting their services during the pandemic to keep students connected to the labor market.

Early childhood experiences of trauma and toxic stress can affect how young children develop and are associated with learning and behavior problems. Child First is a promising home visiting program that aims to mitigate or prevent these negative experiences for families to promote healthy development for kids.  An initial study of Child First found that the program improved children's social-emotional skills and language development, reduced mother's depression and improved their psychological functioning, reduced family involvement with child protective services, and increased families' connections to services and support. In this episode, Leigh Parise talks with Mervett Hefyan, a research analyst at MDRC; Massiel Abramson, a clinician with Child First in Connecticut; and Jessica Canavan, a licensed clinical social worker and assistant director of community-based services at her organization in North Carolina, which houses a Child First program. They discuss MDRC's replication study of Child First and how th

A special series from the Rural Matters podcast This episode is the last of a special four-part series about issues facing rural higher education from our colleagues at the Rural Matters podcast. It is coproduced by MDRC and supported by Ascendium Education Group. As the United States confronts the recession caused by the pandemic, the economic stability of rural areas looms large. Many rural counties never economically rebounded from the 2008 recession, even as urban and suburban communities recovered. The U.S. Department of Agriculture’s 2019 Rural America at a Glance Report identifies three reasons for the divergence in employment rates and salaries between urban and rural areas: an older population, a higher proportion of the population with disabilities, and lower educational attainment.  In this episode, Rural Matters host Michelle Rathman chats with three experts about innovative programs to promote sustainable growth for rural communities and economic mobility for students: Matt Dunne, founder and

A special series from the Rural Matters podcast This episode is the third of a special four-part series about issues facing rural higher education from our colleagues at the Rural Matters podcast. It is coproduced by MDRC and supported by Ascendium Education Group. Rural America is not monolithic. About 15 to 20 percent of rural individuals identify as non-white, but in many areas of the country the percentage is much higher. Even in predominantly white states, rural diversity is increasing faster than urban diversity, which is important for understanding rural issues, including promoting access to higher education and dealing with rural poverty.  In this episode, Rural Matters host Michelle Rathman chats with four experts on diversity in rural communities and institutions of higher education: MDRC’s Alyssa Ratledge; Deborah Santiago, the co-founder and Chief Executive Officer of Excelencia in Education; Edward Smith-Lewis, Executive Director of UNCF’s Institute for Capacity Building, a team dedicated to supp

Why don't government social services programs better serve families struggling through crises like the COVID-19 pandemic? One reason is that these systems are designed for compliance over access. Many of those who are in need and qualify for benefits are deterred by administrative burdens, including excessive steps and paperwork. Insights from behavioral science can help agencies and nonprofits find ways to streamline their processes and simplify their communications with clients. In this episode of Evidence First, Leigh Parise interviews Rebecca Schwartz, a research analyst in MDRC’s Center for Applied Behavioral Science (CABS). Rebecca describes real-world examples of how CABS has worked with agencies to improve their service delivery to families. She also highlights how the federal government adopted an important behavioral technique — prospective eligibility — in the recent distribution of the CARES Act stimulus checks.

A special series from the Rural Matters podcast This episode is the second of a special four-part series about issues facing rural higher education from our colleagues at the Rural Matters podcast. It is coproduced by MDRC and supported by Ascendium Education Group. In this episode, Rural Matters host Michelle Rathman chats with four individuals committed to improving education in West Virginia: Danielle Vetter, Senior Program Officer at Ascendium Education Group; Stephanie Hyre, Senior Program Officer of The Greater Kanawha Valley Foundation; Corley Dennison, Vice Chancellor for Academic Affairs at the West Virginia Higher Education Policy Commission and the West Virginia Council for Community and Technical College Education; and Paul Daugherty, President & CEO of Philanthropy West Virginia.  Vetter discusses Ascendium’s priorities in the rural space, including research, building capacity for postsecondary providers, and catalyzing investment and partnerships to create opportunities and open doors that m

This episode is the first of a special four-part series about issues facing rural higher education from our colleagues at the Rural Matters podcast. It is coproduced by MDRC and supported by Ascendium Education Group. COVID-19 has caused seismic shifts for postsecondary education. For rural colleges, the pandemic exacerbated issues that have affected students and communities for decades. While 41 percent of urban adults have a college degree, only 28 percent of rural adults do. The college access gap between rural and urban areas is sizable: In most states, rural high school students achieve graduation rates similar to urban and suburban counterparts, but their college enrollment rates are much lower. Rural communities have long been confronted with unique education challenges. Chief among them is the digital divide: Many rural areas lack adequate broadband internet infrastructure, which has become even more critical during the pandemic. Only 63 percent of rural adults say they have access to the internet at

Too many community college students get stuck in multi-semester developmental math sequences and never progress to or complete college-level courses. To meet this challenge, the Charles A. Dana Center at the University of Texas at Austin developed the Dana Center Math Pathways (DCMP), which diversifies the math course content that students take so it better aligns with their career interests. The curriculum also encourages student-centered learning in small group formats. Researchers from the Center for the Analysis of Postsecondary Readiness — a partnership between MDRC and the Community College Research Center — recently published an evaluation of DCMP in Texas. After three semesters, the study found that the DCMP had a positive impact on students’ completion of the developmental math sequence, increasing their likelihood of taking and passing college-level math and the number of math credits earned. Researchers also saw a small impact on early cohorts’ attainment of a certificate.  To learn more about thes

Subsidized employment uses public funds to create jobs for the unemployed and are especially useful during economic downturns. Many have argued that subsidized employment programs should be part of policymakers’ response to pandemic-induced mass joblessness. MDRC has been studying subsidized employment for more than 40 years and recently completed two large-scale federal projects that rigorously tested 13 subsidized employment programs in eight states. The programs served very disadvantaged workers, such as people receiving cash assistance or people returning to the community from prison. To learn more about subsidized employment programs and how they can be designed to reach the most disadvantaged, Leigh Parise spoke with MDRC Senior Vice President Dan Bloom.

The City University of New York’s Accelerated Study in Associate Programs (ASAP) provides comprehensive support services to community college students to help them stay enrolled and graduate. MDRC’s evaluation of ASAP at CUNY community colleges found that it nearly doubled graduation rates within three years — which are some of the largest impacts found among programs for community college students. To see if the program could work beyond New York City, CUNY, MDRC, and the Ohio Department of Higher Education worked with three Ohio community colleges to implement the ASAP model. Recent findings from MDRC’s evaluation show that the Ohio programs had similarly large impacts on student outcomes, illustrating that the program can be successfully replicated and serve as a model for community colleges across the country. To learn more about the Ohio results and what it takes to replicate and scale the successful ASAP model, Katie Beal spoke with Christine Brongniart, the University Executive Director of CUNY ASAP, a

New types of career and technical education programs are trying to prepare workers for an increasingly complex labor market. For high school students, this preparation can mean combining academic study with a strong career focus and hands-on work experience with an industry partner. MDRC is testing the effectiveness of this approach in an evaluation of the New York City P-TECH 9-14 school model. P-TECH 9-14 schools collaborate with local community colleges to allow students to earn high school diplomas and cost-free, industry-recognized associate’s degrees at the same time. During the six-year program, employer partners support P-TECH 9-14 schools by providing students with work-based learning experiences such as internships, mentoring, and job shadowing. Interim results show that after three years, students in P-TECH 9-14 schools earn about two more credits than students at other schools. Students in P-TECH 9-14 schools also pass state-level proficiency exams earlier and pass at higher rates. In this episode

Community colleges graduation rates remain low. Some studies have shown that students who enroll in summer courses are more likely to stay on track and graduate, yet despite these benefits most college students do not attend during the summer. So why don’t students attend, and how can colleges encourage more of them to enroll in the summer? To answer these questions MDRC launched the Encouraging Additional Summer Enrollment — or EASE — project in partnership with the Ohio Association of Community Colleges and 10 community colleges in Ohio. MDRC designed, implemented, and tested two interventions to encourage summer enrollment, using insights from behavioral science, a study of how people make decisions. Both interventions worked to increase enrollment, and both could be operated at a relatively low cost. Join Leigh Parise as she talks about the EASE study with Caitlin Anzelone, deputy director of MDRC’s Center for Applied Behavioral Science.

Individual Placement and Support (IPS) is a model for helping people who have serious mental illness find employment. There is a good deal of evidence showing the model’s success, but less is known about the model’s effectiveness with those who have other types of disabilities and health conditions, such as physical disabilities or less severe types of mental illness. Between 2016 and 2018, MDRC led an evaluation of Breaking Barriers, a program in San Diego County that implemented the IPS model. Breaking Barriers served individuals who had a wide range of disabilities, not only serious mental illness. An initial analysis of data found that Breaking Barriers’ IPS services did not have an effect on employment outcomes. With funding from the Office of Planning, Research, and Evaluation in the U.S. Department of Health and Human Services, MDRC will be conducting additional analyses of Breaking Barriers, as part of the Building Evidence on Employment Strategies for Low-Income Families (BEES) project. In this episo

In the beginning, MDRC was known primarily for evaluations of state welfare-to-work programs. Since then, MDRC has brought its unique approach to an ever-growing range of policy areas and populations. Recently, MDRC celebrated 25 years of working in the field of K-12 research – collaborating with teachers, school leaders, and districts to improve students’ prospects for success. Join Leigh Parise as she talks with Fred Doolittle, MDRC Senior Fellow, and William Corrin, Director of K-12 education research at MDRC, about how the organization expanded into education and the lessons they’ve learned from 25 years of research.

Government agencies work hard to help the people they serve, whether it’s helping individuals find jobs or improve family well-being. But despite best efforts, some participants still don’t succeed. What are some ways government agencies can improve services and ensure participants remain on the right track? In this episode, Kate Gualtieri, MDRC’s Director of Strategy, talks with MDRC Senior Fellow Melissa Wavelet, the former director of the Office of Performance and Strategic Outcomes in the Colorado Department of Human Services, about her experience implementing a variety of data-driven strategies that help city and state government agencies meet their goals and improve the lives of the people they serve. They also discuss Melissa’s work at MDRC on the TANF Data Collaborative, a new initiative sponsored by the Office of Family Assistance and the Office of Planning, Research, and Evaluation in the federal Administration for Children and Families, created in an effort to accelerate the use of Temporary Assist

Nationwide, only 25 percent of full-time, first-time students at community colleges earn a degree within three years. To increase graduation rates for low-income community college students, the City University of New York (CUNY) launched Accelerated Study in Associate Programs (ASAP) — a comprehensive program that provides wrap-around support services to students, including one-on-one advising, help covering transportation and book expenses, and tutoring. MDRC’s evaluation of the CUNY ASAP model found that the program doubled graduation rates in New York City. Three community colleges in Ohio successfully replicated the ASAP model as part of the ASAP Ohio Demonstration, and MDRC’s evaluation found positive results in line with those at CUNY. Join Katie Beal as she talks with Dr. Marcia Ballinger, President of Lorain County Community College in Elyria, Ohio, about the demonstration and what it takes to scale a comprehensive program like ASAP.