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Erika B. Lewy – MDRC, 2024
In postsecondary research, comprehensive approaches to student success (CASS) programs are shown to have the greatest impact on student outcomes. At the core of a CASS program is personalized and proactive coaching in which coaches actively reach out to students and meet to discuss personal and academic issues. MDRC's evaluation of one CASS…
Descriptors: Coaching (Performance), College Students, College Programs, Academic Achievement
Weiss, Michael J.; Unterman, Rebecca; Biedzio, Dorota – MDRC, 2021
Some education programs' early positive effects disappear over time. Other programs have unanticipated positive long-term effects. Foundations warn of the dangers of putting too much weight on in-program effects, which, they say, often fade after a program ends. This Issue Focus tackles the topic of post-program effects in postsecondary education.…
Descriptors: Outcomes of Education, Higher Education, College Credits, Program Evaluation
Rutschow, Elizabeth Zachry; Tessler, Betsy L.; Lewy, Erika B. – MDRC, 2021
As the wages of high school graduates plummet, postsecondary education and training has become critical to obtaining a living-wage job. Obtaining an associate's degree or higher has the greatest potential to produce long-lasting increases in individual earnings. However, recent studies have shown that shorter-term credentials, which may take only…
Descriptors: Community Colleges, Credentials, Vocational Education, Education Work Relationship
Dixon, Michelle; Rosen, Rachel – MDRC, 2022
The New York City P-TECH Grades 9-14 (P-TECH 9-14) high school model involves a partnership between the New York City Department of Education, the City University of New York (CUNY), and employer partners that collaborate with the schools implementing it. The schools prepare students for both college and careers in science, technology,…
Descriptors: Dual Enrollment, High School Students, Partnerships in Education, STEM Education
Cullinan, Dan; Lewy, Erika B. – MDRC, 2021
How should colleges determine whether students are placed into developmental or college-level courses? Each year, colleges place millions of students into developmental math and English courses upon enrollment. To do so, colleges most often use a high-stakes placement test, which numerous research studies have shown to be highly inaccurate in…
Descriptors: College Students, Student Placement, Developmental Studies Programs, High Stakes Tests
Anzelone, Caitlin; Weiss, Michael; Headlam, Camielle – MDRC, 2020
This report presents findings from Encouraging Additional Summer Enrollment [EASE], which used behavioral insights in two informational campaigns, with and without tuition assistance, to encourage community college students to take summer classes. Both interventions increased enrollment and had a modest impact on credits earned and positive return…
Descriptors: Community Colleges, Two Year College Students, Summer Programs, Enrollment
Weiss, Michael J. – MDRC, 2019
Nationwide, only 24 percent of community college students earn a degree or certificate within three years of matriculatÂing. Students who enroll in summer classes at the end of the freshman year are more likely to persist and graduate. Summer enrollment enables students to earn additional credits, reducing the time it takes to earn a degree.…
Descriptors: Community Colleges, Two Year College Students, Grants, Student Financial Aid
Weiss, Michael J.; Scrivener, Susan; Slaughter, Austin; Cohen, Benjamin – MDRC, 2021
Most community college students are referred to developmental education courses to build basic skills. These students often struggle in these courses and college more broadly. CUNY Start is a prematriculation program for students assessed as having significant remedial needs. CUNY Start students delay matriculation for one semester and receive…
Descriptors: Randomized Controlled Trials, Program Evaluation, Developmental Studies Programs, Community Colleges
Cullinan, Dan; Dorime-Williams, Marjorie; Novak, Lena; Cellura, Parker; Toyoda, Makoto – MDRC, 2023
Increasingly, obtaining a job that pays family-sustaining wages means getting a college degree or other postsecondary credential. However, according to the 2021 U.S. Census, only 31.5 percent of Texans ages 25 and older have a bachelor's degree or higher. The Texas Higher Education Coordinating Board (THECB)--the highest authority in the state…
Descriptors: Academic Achievement, Educational Attainment, Higher Education, Salaries
Headlam, Camielle; Marano, Emily; Yu, Justine – MDRC, 2019
Nationwide, only 13 percent of community college students graduate within two years, and only 24 percent graduate within three years. Two important indicators that students will graduate on time are the number of credits they attempt each semester and their academic performance, which is often measured by a college's requirements for satisfactory…
Descriptors: Behavioral Sciences, Behavioral Science Research, Barriers, Academic Achievement
Rosen, Rachel; Dalporto, Hannah – MDRC, 2020
Modern high school career and technical education (CTE) programs are often referred to as "high-quality CTE," and they are designed to help students build career skills and earn credentials through sequenced coursework, postsecondary credit acquisition, and exposure to relevant work-based learning experiences. These kinds of programs,…
Descriptors: Career Education, Technical Education, High School Students, Workplace Learning
Ratledge, Alyssa; O'Donoghue, Rebekah; Cullinan, Dan; Camo-Biogradlija, Jasmina – MDRC, 2019
Postsecondary education is widely seen as a necessity in the modern economy, yet among low and middle-income families, college enrollment rates are dismayingly low -- and graduation rates are even lower. College Promise programs, which cover local students' college tuition and fees, are one strategy states and municipalities use to help. But…
Descriptors: College Programs, Access to Education, Academic Achievement, Academic Persistence
Headlam, Camielle; Anzelone, Caitlin; Weiss, Michael J. – MDRC, 2018
Research has shown that students who enroll in summer courses are more likely to persist and graduate. How can postsecondary institutions encourage more students to enroll in summer courses? If more students do enroll, will they experience improved academic outcomes? MDRC's Encouraging Additional Summer Enrollment (EASE) project explores these…
Descriptors: Summer Programs, Academic Persistence, College Students, Enrollment
MDRC, 2016
Financial aid has long been used to increase access to postsecondary education, particularly for underrepresented students. Given the size of the financial aid system and the widespread use of aid, it should also be thought of as a tool to improve academic success and postsecondary completion. Evidence suggests that using additional financial aid…
Descriptors: Student Financial Aid, Time to Degree, Access to Education, Educational Attainment
Miller, Cynthia; Cohen, Benjamin; Yang, Edith; Pellegrino, Lauren – MDRC, 2020
College students have a better chance of succeeding in school when they receive high-quality advising. High-quality advising, when characterized by frequent communications between advisers and students, early outreach to students showing signs of academic or nonacademic struggles, and personalized guidance that addresses individual student needs,…
Descriptors: College Students, Academic Advising, Technology Uses in Education, Faculty Advisers