Curricular/Instructional Reforms

The Center for the Analysis of Postsecondary Readiness (CAPR) conducts research to document current practices in developmental English and math education across the United States and to rigorously evaluate innovative assessment and instructional practices. CAPR, led by MDRC and the Community College Research Center, is funded by the federal Institute of Education Sciences.

Many students enter postsecondary education underprepared academically, and the success rate for these students is low. At open access colleges (like community colleges), underprepared students are typically referred to developmental (or remedial) coursework, often in the form of multilevel, noncredit course sequences in reading, English, and math.

Report

The First Year of Implementing Diplomas Now

August, 2014
William Corrin, Susan Sepanik, Aracelis Gray, Felix Fernandez, Ashley Briggs, Kathleen K. Wang

Three national organizations formed Diplomas Now in an effort to transform urban secondary schools so fewer students drop out. This report introduces Diplomas Now and the associated evaluation, shares first-year implementation fidelity findings, and discusses collaboration among the Diplomas Now partners and between those partners and schools.

Report

The Success for All Model of School Reform

July, 2014

Success for All, a whole-school reading reform, received a federal Investing in Innovation (i3) scale-up grant in 2010 to expand to additional elementary schools. This report examines the program’s implementation and the impacts in 2012-2013, the second year of operation, on early reading skills.

Report

Adapting a Preschool Social-Emotional Curriculum

June, 2014
Michael Fishman, Jessica Wille

In this study, an existing evidence-based curriculum was adapted for use with a special population by focusing on structural, cultural, and language issues. The findings indicate that adaptations can account for a specific population’s needs while staying true to the core principles and components of the program.

Report

National Evaluation of Three Approaches to Improving Preschoolers’ Social and Emotional Competence

June, 2014
Pamela Morris, Shira Kolnik Mattera, Nina Castells, Michael Bangser, Karen Bierman, Cybele Raver

This demonstration tested the effectiveness of three program enhancements implemented at scale that were designed to improve preschool children’s social-emotional competence. All three had positive impacts on teacher practice and on children’s social-emotional outcomes during the preschool year, although to varying degrees and not necessarily in the expected ways.

Report

Lessons from the First Round of Achieving the Dream Community Colleges

April, 2014

Launched in 2004, Achieving the Dream is designed to help community colleges collect and analyze student performance data and apply the results to help students succeed. This report offers lessons from the first 26 colleges to join the national initiative, which now includes more than 200 institutions.

Working Paper

Seven Years Later

March, 2014

This paper presents the long-term effects of a learning communities program. The program’s positive effect on credit accumulation was maintained for seven years, and there is some evidence that graduation rates increased. Economic outcomes are examined, and sobering reflections on detecting effects on economic outcomes in higher education interventions are presented.

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