Evidence First

Children's early math skills are a strong predictor of later outcomes, like high school and college graduation rates, underscoring the long-term benefits of focusing on early math education.   States across the country have increasingly focused on early literacy, enacting laws that require screening for reading difficulties, and aligning classroom instruction with the science of reading. This momentum is now expanding to math education, although more gradually.   In this episode, Leigh Parise talks with Shira Mattera, a senior research associate at MDRC, who is leading multiple studies looking at early math instruction and skills. They discuss evidence-based strategies that state education leaders can implement to strengthen early mathematics instruction and learning.

Since MDRC’s founding more than 50 years ago, evidence-building and data-driven technical assistance (TA) have been a crucial part of its work. MDRC is now launching a comprehensive and innovative approach to TA, to ensure that effective service strategies reach more people and improve lives. MDRC’s approach to technical assistance leverages the organization’s years of on-the-ground experience to help nonprofits and government agencies build new evidence, use existing evidence, and harness data to advance their goals. The approach centers on technical assistance informed by data and evidence, underscored by empathy, curiosity, humility, and respect for the views of participants and program staff. In this episode, Leigh Parise talks with John Martinez, MDRC’s first Vice President for Evidence to Practice. The two dive into the history of technical assistance at MDRC (fun fact: MDRC’s TA predates its randomized controlled trials!) and then explore the new Evidence to Practice initiative and what sets MDRC’s T

Sectoral training programs have emerged as a promising driver of economic mobility for people with low incomes. These programs prepare people for quality jobs in specific industries where there's strong employer demand and an opportunity for career advancement. Studies find that sectoral programs can meaningfully improve participants' earnings, yet not all programs have the support they need to apply the best research evidence to improve their services.   In this episode, Leigh Parise talks with three guests: Jessa Valentine, Deputy Director of Learning and Impact at Ascendium Education Group, a collaborator and funder of MDRC's work;  Frieda Molina, Director of the MDRC’s Economic Mobility, Housing, and Communities Policy Area; and Kelsey Schaberg, MDRC Research Associate. They discuss exciting initiatives like the Economic Mobility Lab at MDRC and the Sector Training Evidence-Building Project — efforts that aim to understand the most important components of sectoral programs and address some of th

Postsecondary education is a crucial factor in achieving economic mobility. However, graduation rates at community colleges remain low, particularly for students from low-income families.   One effort to help students graduate and succeed in the workforce is MDRC’s Scaling Up College Completion Efforts for Student Success (SUCCESS), a comprehensive student support program supported by 15 years of MDRC’s postsecondary research. Through its Expanding SUCCESS Initiative, MDRC is partnering with states and districts to scale the SUCCESS program to new locations and campuses   In this episode, Leigh Parise talks with Elena Serna-Wallender, Senior Evidence to Practice Associate at MDRC, and Emily Dow, Assistant Secretary of Academic Affairs at the Maryland Higher Education Commission (MHEC). They discuss how MHEC and MDRC are working together to support institutions implementing these supports in Maryland.

Sector-based training programs prepare people for jobs in specific industries where there is strong local demand and an opportunity for career advancement. Several models for technology jobs have been found to be effective in improving long-term earnings for workers with low incomes. But for many people, the programs are too expensive and too far from home.  With support from the $100-million Google Career Certificates Fund, Social Finance is leading an initiative that will allow training providers to better support 20,000 learners in getting industry-recognized certificates that can lead to better wages.   The providers combine Google Career Certificates, which offer online instruction in sector-specific skills, and outcomes-based loans, in which learners are only required to pay for training and related costs if they find jobs above a certain income threshold. Learners also receive supportive services, such as living stipends or childcare assistance, and career-related guidance.  MDRC’s study will examine

Every year, courts across the United States impose millions of dollars in fines, fees, and restitution charges on people for traffic violations, misdemeanors, and felonies. In theory, these assessments are intended to punish and deter unlawful behavior, compensate victims for financial losses, and raise money for the justice system. However, they don’t often accomplish those goals; instead, research suggests they erode community trust in law enforcement and saddle community members with debt many will never be able to pay.   The Center for Criminal Justice Research at MDRC partnered with the Alabama Appleseed Center for Law and Justice, Alabama’s Tenth Judicial Circuit Court, and the Center for Court Innovation on the Jefferson County Equitable Fines and Fees Project (Project JEFF) to better understand the impact that court debts have on citizens of Jefferson County, Alabama.   In this episode, Leigh Parise is joined by Sarah Picard, the Director of the Center for Criminal Justice Research at MDRC, and Leah

Both college-going and college completion rates are far lower in rural areas than in other geographical settings. To learn what works to help rural students enroll in and complete college, MDRC, supported by the Institute of Education Sciences (IES), has launched the National Rural Higher Education Research Center. The center will work with college systems to conduct eight research studies in two regions: the South and the Mountain West.    In this episode, Leigh Parise talks with Alyssa Ratledge, research associate at MDRC, about the research questions the Center will address in response to the needs of rural practitioners and policymakers. 

Many states and school districts are eager to expand high-dosage tutoring programs, a proven way to accelerate student learning by providing personalized instruction in small group settings several times a week. But there are challenges to getting these programs successfully off the ground, like recruiting tutors in a tight labor market, fitting sessions into already packed school days, and ensuring consistent student participation.    To help practitioners address these challenges, the University of Chicago's Education Lab and MDRC launched the Personalized Learning Initiative (PLI) in 2021. PLI is supporting and studying the expansion of high-dosage tutoring programs in school districts across the country.     In this episode, Leigh Parise talks with Barbara Condliffe, a senior research associate at MDRC, who's leading the implementation research on PLI, about the early lessons from the project.

Developmental education, also known as remedial education, refers to courses that some entering college students will have to take if they are deemed unprepared for college-level courses. However, studies have shown that developmental education can actually hinder students’ progress in college. Additionally, students of color, adults, first-generation students, and those from low-income backgrounds are disproportionately placed in developmental education programs, so there’s a lot of interest among policymakers, college practitioners, and researchers in reforming developmental education programs to address these challenges and support more equitable outcomes for students. As part of MDRC’s 50th anniversary celebration, this episode of Evidence First features MDRC’s longtime partner the Community College Research Center, or CCRC. In 2014, MDRC and CCRC launched the Center for the Analysis of Postsecondary Readiness, or CAPR, to research the effectiveness of developmental education reforms and to understand t

Sector-focused employment programs aim to improve the economic mobility of people with low incomes by training them for quality jobs in sectors that have strong local demand and opportunities for advancement. By partnering with local employers, these programs provide them with a skilled and able workforce.    As part of MDRC’s 50th anniversary celebration, this episode of Evidence First features MDRC’s longtime partner Per Scholas, a leading national nonprofit offering training and employment services focused on specific employment sectors. MDRC’s evaluation has confirmed that Per Scholas offers a highly effective training model.   Leigh Parise talks with Tamara Johnson, Chief of Staff at Per Scholas; Shondra Tobler, Senior Director of National Admissions at Per Scholas; and Donna Wharton-Fields, a senior fellow at MDRC. They discuss MDRC’s long-term research partnership aimed at helping Per Scholas improve its program and expand its reach.

As the cost of higher education climbs, skills-based hiring has gained traction. It’s a labor market trend in which employers hire based on applicants’ skills, with the understanding that degrees are not the only way to acquire competencies.   In a follow-up to an earlier episode on skills-based hiring, Rachel Rosen, who leads MDRC’s Center for Effective Career and Technical Education, speaks with two guests: Kelli-Marie Vallieres, Connecticut’s Chief Workforce Officer who leads the state’s Office of Workforce Strategy, and Elizabeth Creamer, Vice President of Workforce Development for the Community College Workforce Alliance, which is the workforce development division of Brightpoint and Reynolds community colleges, within the Virginia Community College System.   They discuss which sectors are experiencing an uptick in skills-based hiring in Connecticut, what non-degree programs are offered in Virginia, and whether skills-based hiring can promote equity.

Most pre-K classrooms use a whole-child approach to educational curricula, which focuses on the broad development of children’s academic skills. By contrast, domain-specific curricula focus more on specific areas of learning, such as math, literacy, or science. MDRC has partnered with the District of Columbia Public Schools (DCPS) to implement a new domain-specific curriculum in its schools. In this episode, Leigh Parise speaks with Cheryl Ohlson, DCPS deputy chief of early childhood education, and Michelle Maier, MDRC senior associate, to outline their domain-specific curriculum strategy and to explain some of the ups and downs of their ongoing implementation in pre-K programs across Washington, DC. They explain how domain-specific curricula intersects with other important trends in pre-K education, including the importance of play and of providing developmentally appropriate instruction. Ohlson also discusses how teachers were trained to teach domain-specific curricula and addresses some of the challenges

As the cost of higher education climbs, skills-based hiring has gained traction. It’s a labor market trend in which employers hire based on applicants’ skills, with the understanding that degrees are not the only way to acquire competencies.   Skills-based hiring has the potential to increase equity in the hiring process, providing avenues to socio-economic mobility for historically marginalized populations. However, there are also questions about whether the movement could demotivate students from pursuing two- or four-year degrees that may be more transferable to other jobs.   To learn more about skills-based hiring across education and workforce training domains, Leigh Parise talks with Matt Sigelman, President of the Burning Glass Institute, which studies economic and workforce trends.

Many schools are expanding tutoring services and personalized instruction to address learning loss caused by the pandemic. This episode features Reading Partners, a successful national nonprofit that mobilizes community volunteers to provide one-on-one tutoring to students who struggle with reading in under-resourced elementary schools. MDRC has been working with Reading Partners for nearly 15 years to help document and improve the program’s effectiveness. MDRC’s rigorous evaluation of Reading Partners found that its program boosted three different measures of reading proficiency, including reading comprehension, for second- to fifth-graders.   In the first episode of a series celebrating MDRC’s 50th anniversary and our longtime collaborators, join Leigh Parise as she talks with Dean Elson, Chief Knowledge Officer at Reading Partners, and Robin Jacob, a Research Professor at Institute for Social Research at the University of Michigan and Co-Director of the Youth Policy Lab. Jacob helped lead MDRC’s evaluat

Montana 10 is a scholarship program offered by the Montana University System that offers wraparound academic, social, and financial supports to students from rural areas, first-generation college students, and Native American students. MDRC is partnering with the Montana University System on an evaluation of Montana 10.. In this episode, Leigh Parise speaks with Crystine Miller, Director of Student Affairs and Student Engagement in the Montana University System, and Alyssa Ratledge, a Research Associate in Postsecondary Education at MDRC, about the Montana 10 evaluation and its potential value to the field of higher education research. The pair describes the unique challenges of conducting an evaluation in a mostly rural higher education system. They also highlight what questions the evaluation is hoping to answer about rural students. For example, does the choice between returning to one’s hometown after graduating and moving away to pursue employment carry a special weight for students from rural backgrou

In 2014, three Ohio colleges set out to adapt a student support model pioneered by the City University of New York called Accelerated Study in Associate Programs, or ASAP. The program requires students to attend college full time and provides them with support services for three years, including enhanced advising, financial aid, and career counseling. MDRC'S evaluation of the ASAP Ohio program has found that it doubled graduation rates for community college students after three years. With support from Arnold Ventures, MDRC recently released exciting long-term findings, showing that ASAP Ohio not only boosted attainment of associate’s and bachelor’s degrees after six years but also increased the earnings of students. In this episode, Leigh Parise talks with Christine Brongniart, the University Executive Director of CUNY ASAP, and Colleen Sommo, a senior research fellow in MDRC's Postsecondary Education policy area, to learn more about the CUNY ASAP model, its replication across the country, and the latest

Nondegree credentials are typically certificates or licenses earned in a short period of time that confer some kind of professional or industry-recognized skill. They’re not new to the world of higher education, but they have received a lot of attention in the last few years as a “faster ” way to connect students to employment in comparison to earning a traditional college degree.   Leigh Parise sits down with Paul Fain, a higher education journalist who writes an education and workforce newsletter called “The Job,” and Betsy Tessler, a senior research associate at MDRC, to answer some of the big questions surrounding nondegree credentials.

In this episode, Leigh Parise talks with MDRC President Virginia (Ginger) Knox and Naomi Goldstein, the former Deputy Assistant Secretary at the Office of Planning, Research, and Evaluation (OPRE)  at the Administration for Children and Families in the U.S. Department of Health and Human Services. Goldstein is also a member of the MDRC Board of Directors. They reflect on their experiences in evaluating programs and policies, the growth of the evidence-building movement, and future considerations for the field. 

The Center for Employment Opportunities (CEO) provides wrap-around support and employment services to people returning home from incarceration. While participant feedback was always important to their work, CEO was looking to better understand the range of their participants’ experiences and use it to improve the services they provide. MDRC’s Center for Data Insights (CDI) partnered with CEO and used data science tools and qualitative research to better utilize the feedback CEO was receiving from their participants.   In this episode, Leigh Parise first talks with Alissa Stover, a former research analyst at MDRC and CDI. Alissa describes CDI’s partnership with CEO, the importance of big-picture thinking in data science, and their implications. Ahmed Whitt, the director of learning and impact at CEO, then explains the critical lessons that were learned.  

Through its Real World Learning initiative in the Kansas City metropolitan area, the Ewing Marion Kauffman Foundation is working to ensure that all students in participating districts graduate from high school with a diploma and at least one market value asset (or MVA). MVAs are designed to prepare students for further education and employment. They can include such activities as completing an internship or employer-sponsored project, earning an industry-recognized credential, engaging in an entrepreneurial experience, or earning college credits. MDRC is the learning and evaluation partner on this project.  In this episode, Leigh Parise talks with Dan Tesfay, senior program officer at the Kauffman Foundation, and Osvaldo Avila, research associate in MDRC's K-12 education policy area. They discuss what it takes to create partnerships between school districts and industries to develop MVAs and what they hope to learn from MDRC’s evaluation work.